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You searched for +publisher:"University of Southern California" +contributor:("Hocevar, Dennis"). Showing records 1 – 30 of 173 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 September 27, 2020. 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. 27 Sep 2020.

Vancouver:

Nguyen O. Accountability models in remedial community college mathematics education. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 27]. 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. 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/5206

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5206.

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. 27 Sep 2020.

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 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5206.

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/5206


University of Southern California

3. 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/2307

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2307.

MLA Handbook (7th Edition):

Truby, David C., Jr. “Emerging practices for a changing world: a case study of 21st century learning.” 2012. Web. 27 Sep 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 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2307.

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/2307


University of Southern California

4. Fuentes, Roxane. Technology integration and innovation in teaching and learning: a case study.

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

 With the launch of the Common Core State Standards (CCSS) emphasizing 21st century skills and standardized online assessments, the availability of technology in the classroom… (more)

Subjects/Keywords: educational technology; technology integration; educational change; learning environments; constructivism (learning)

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APA (6th Edition):

Fuentes, R. (2015). Technology integration and innovation in teaching and learning: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382

Chicago Manual of Style (16th Edition):

Fuentes, Roxane. “Technology integration and innovation in teaching and learning: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382.

MLA Handbook (7th Edition):

Fuentes, Roxane. “Technology integration and innovation in teaching and learning: a case study.” 2015. Web. 27 Sep 2020.

Vancouver:

Fuentes R. Technology integration and innovation in teaching and learning: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382.

Council of Science Editors:

Fuentes R. Technology integration and innovation 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/563014/rec/6382


University of Southern California

5. Asiedu-Kumi, Agnes Oteng. Model leadership: discovering successful principals' skills, strategies and approaches for student success.

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

 Urban schools are traditionally linked with low student performance perpetuated and sustained by ineffective leadership. However, some urban school principals have been overcoming mediocrity, low… (more)

Subjects/Keywords: principal; skills; strategies; approaches; leadership; culture and climate; data use; instruction

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APA (6th Edition):

Asiedu-Kumi, A. O. (2013). Model leadership: discovering successful principals' skills, strategies and approaches for student success. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127977/rec/4115

Chicago Manual of Style (16th Edition):

Asiedu-Kumi, Agnes Oteng. “Model leadership: discovering successful principals' skills, strategies and approaches for student success.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127977/rec/4115.

MLA Handbook (7th Edition):

Asiedu-Kumi, Agnes Oteng. “Model leadership: discovering successful principals' skills, strategies and approaches for student success.” 2013. Web. 27 Sep 2020.

Vancouver:

Asiedu-Kumi AO. Model leadership: discovering successful principals' skills, strategies and approaches for student success. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127977/rec/4115.

Council of Science Editors:

Asiedu-Kumi AO. Model leadership: discovering successful principals' skills, strategies and approaches for student success. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127977/rec/4115


University of Southern California

6. Egloria, Ross Emery. Assessing selected educational outcomes among Filipinos at Rainbow Community College.

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

 This is a descriptive study using 6 years of secondary data to determine how a cohort of entering Filipino students at Rainbow Community College were… (more)

Subjects/Keywords: Filipinos; community college; educational outcomes

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APA (6th Edition):

Egloria, R. E. (2011). Assessing selected educational outcomes among Filipinos at Rainbow Community College. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/640714/rec/939

Chicago Manual of Style (16th Edition):

Egloria, Ross Emery. “Assessing selected educational outcomes among Filipinos at Rainbow Community College.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/640714/rec/939.

MLA Handbook (7th Edition):

Egloria, Ross Emery. “Assessing selected educational outcomes among Filipinos at Rainbow Community College.” 2011. Web. 27 Sep 2020.

Vancouver:

Egloria RE. Assessing selected educational outcomes among Filipinos at Rainbow Community College. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/640714/rec/939.

Council of Science Editors:

Egloria RE. Assessing selected educational outcomes among Filipinos at Rainbow Community College. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/640714/rec/939


University of Southern California

7. Black, Aime. A comparison of value-added, orginary least squares regression, and the California Star accountability indicators.

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

 Current models of evaluation and accountability utilize varying unadjusted measures of student achievement to reward or sanction schools. These unadjusted accountability indicators do not account… (more)

Subjects/Keywords: value-added; accountability; evaluation; accountability indicators; ordinary least squares regression; student assessment scores

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APA (6th Edition):

Black, A. (2012). A comparison of value-added, orginary least squares regression, and the California Star accountability indicators. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139

Chicago Manual of Style (16th Edition):

Black, Aime. “A comparison of value-added, orginary least squares regression, and the California Star accountability indicators.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139.

MLA Handbook (7th Edition):

Black, Aime. “A comparison of value-added, orginary least squares regression, and the California Star accountability indicators.” 2012. Web. 27 Sep 2020.

Vancouver:

Black A. A comparison of value-added, orginary least squares regression, and the California Star accountability indicators. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139.

Council of Science Editors:

Black A. A comparison of value-added, orginary least squares regression, and the California Star accountability indicators. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139


University of Southern California

8. Pak, Cecilia. A case study: a school's commitment to retaining the arts.

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

 Recently California’s public schools have narrowed the curriculum due to a focus on mandated accountability measures and budget constraints. As a result, arts education seems… (more)

Subjects/Keywords: art education; retaining art education; magnet school; arts; VAPA; visual and performing arts

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APA (6th Edition):

Pak, C. (2013). A case study: a school's commitment to retaining the arts. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243606/rec/88

Chicago Manual of Style (16th Edition):

Pak, Cecilia. “A case study: a school's commitment to retaining the arts.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243606/rec/88.

MLA Handbook (7th Edition):

Pak, Cecilia. “A case study: a school's commitment to retaining the arts.” 2013. Web. 27 Sep 2020.

Vancouver:

Pak C. A case study: a school's commitment to retaining the arts. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243606/rec/88.

Council of Science Editors:

Pak C. A case study: a school's commitment to retaining the arts. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243606/rec/88


University of Southern California

9. 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/3065

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3065.

MLA Handbook (7th Edition):

Wood, Rosemary. “Globalization in curricular elements and instructional practices in California schools: A case study.” 2011. Web. 27 Sep 2020.

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 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3065.

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/3065


University of Southern California

10. 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/6854

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/218563/rec/6854.

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. 27 Sep 2020.

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 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/218563/rec/6854.

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/6854


University of Southern California

11. Barba, Eric Matthew. The impact of the Norton High School early college program on the academic performance of students at Norton High School.

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

 The purpose of this study was to evaluate the effect of the Norton High School Early College Early College Program on academic measures for students… (more)

Subjects/Keywords: early college; middle college; high school student achievement; high school reform

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APA (6th Edition):

Barba, E. M. (2012). The impact of the Norton High School early college program on the academic performance of students at Norton High School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4698/rec/6850

Chicago Manual of Style (16th Edition):

Barba, Eric Matthew. “The impact of the Norton High School early college program on the academic performance of students at Norton High School.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4698/rec/6850.

MLA Handbook (7th Edition):

Barba, Eric Matthew. “The impact of the Norton High School early college program on the academic performance of students at Norton High School.” 2012. Web. 27 Sep 2020.

Vancouver:

Barba EM. The impact of the Norton High School early college program on the academic performance of students at Norton High School. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4698/rec/6850.

Council of Science Editors:

Barba EM. The impact of the Norton High School early college program on the academic performance of students at Norton High School. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4698/rec/6850


University of Southern California

12. 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/3550

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3550.

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. 27 Sep 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 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3550.

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/3550


University of Southern California

13. 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/3380

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548387/rec/3380.

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. 27 Sep 2020.

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 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/548387/rec/3380.

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/3380


University of Southern California

14. Bak, Allie Alm. Bringing the 21st century into California schools: a case study.

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

 The purpose of this case study was to examine a California school addressing globalization in their curriculum and instructional practices, to identify key curricular elements… (more)

Subjects/Keywords: 21st century skills in education; global education

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APA (6th Edition):

Bak, A. A. (2011). Bringing the 21st century into California schools: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/428666/rec/1168

Chicago Manual of Style (16th Edition):

Bak, Allie Alm. “Bringing the 21st century into California schools: a case study.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/428666/rec/1168.

MLA Handbook (7th Edition):

Bak, Allie Alm. “Bringing the 21st century into California schools: a case study.” 2011. Web. 27 Sep 2020.

Vancouver:

Bak AA. Bringing the 21st century into California schools: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/428666/rec/1168.

Council of Science Editors:

Bak AA. Bringing the 21st century into California schools: a case study. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/428666/rec/1168


University of Southern California

15. Hofmann, John G., IV. The multidimensional structure and function of human values.

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

 This study primarily investigated the relationships: (a) within and between Rokeach’s Values Survey (RVS) and Schwartz’ Portrait Values Questionnaire (PVQ) and (b) between Schwartz’s PVQ… (more)

Subjects/Keywords: value; value priority; value system; world view; Rokeach; Schwartz

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APA (6th Edition):

Hofmann, John G., I. (2011). The multidimensional structure and function of human values. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/601403/rec/7008

Chicago Manual of Style (16th Edition):

Hofmann, John G., IV. “The multidimensional structure and function of human values.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/601403/rec/7008.

MLA Handbook (7th Edition):

Hofmann, John G., IV. “The multidimensional structure and function of human values.” 2011. Web. 27 Sep 2020.

Vancouver:

Hofmann, John G. I. The multidimensional structure and function of human values. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/601403/rec/7008.

Council of Science Editors:

Hofmann, John G. I. The multidimensional structure and function of human values. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/601403/rec/7008


University of Southern California

16. Oaks, Joy Marie. Formative evaluation of a life skills program.

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

 The purpose of this study was to examine the way in which a life skills program is delivered to 600 student-athletes by the Student-Athlete Services… (more)

Subjects/Keywords: student-athletes; life skills

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APA (6th Edition):

Oaks, J. M. (2011). Formative evaluation of a life skills program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/658135/rec/2876

Chicago Manual of Style (16th Edition):

Oaks, Joy Marie. “Formative evaluation of a life skills program.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/658135/rec/2876.

MLA Handbook (7th Edition):

Oaks, Joy Marie. “Formative evaluation of a life skills program.” 2011. Web. 27 Sep 2020.

Vancouver:

Oaks JM. Formative evaluation of a life skills program. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/658135/rec/2876.

Council of Science Editors:

Oaks JM. Formative evaluation of a life skills program. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/658135/rec/2876


University of Southern California

17. Pacheco, Robert J. Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college.

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

 Over the past quarter-century, there has been an increased call for colleges and universities to better demonstrate their institutional effectiveness. This quantitative study assessed the… (more)

Subjects/Keywords: institutional effectiveness; community college; multiple regression; educational measurement; accountability; performance measures

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APA (6th Edition):

Pacheco, R. J. (2012). Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/119202/rec/930

Chicago Manual of Style (16th Edition):

Pacheco, Robert J. “Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/119202/rec/930.

MLA Handbook (7th Edition):

Pacheco, Robert J. “Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college.” 2012. Web. 27 Sep 2020.

Vancouver:

Pacheco RJ. Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/119202/rec/930.

Council of Science Editors:

Pacheco RJ. Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/119202/rec/930


University of Southern California

18. Hamlin, Christine A. The practice and effects of a school district's retention policies.

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

 During conferences to decide whether or not to retain a child, usually two questions are asked. The first is, “Will retention bring success in school?”… (more)

Subjects/Keywords: grade level retention; social promotion; academic effects of retention

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APA (6th Edition):

Hamlin, C. A. (2013). The practice and effects of a school district's retention policies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7120

Chicago Manual of Style (16th Edition):

Hamlin, Christine A. “The practice and effects of a school district's retention policies.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7120.

MLA Handbook (7th Edition):

Hamlin, Christine A. “The practice and effects of a school district's retention policies.” 2013. Web. 27 Sep 2020.

Vancouver:

Hamlin CA. The practice and effects of a school district's retention policies. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7120.

Council of Science Editors:

Hamlin CA. The practice and effects of a school district's retention policies. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7120


University of Southern California

19. 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/7680

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680.

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. 27 Sep 2020.

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 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680.

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/7680


University of Southern California

20. 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/3071

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466580/rec/3071.

MLA Handbook (7th Edition):

Vigil, Ricardo. “Globalization, curricular elements, organizational structures and perceived student outcomes in California schools.” 2011. Web. 27 Sep 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 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466580/rec/3071.

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/3071


University of Southern California

21. Pardamean, Bens. Problem-based learning in a dental school: measuring change in students' critical thinking skills.

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

 This study measured the change of critical thinking skills (CTS) of dental students in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused… (more)

Subjects/Keywords: problem-based learning; PBL; critical thinking skills; CTS; dental school; Health Sciences Reasoning Test; HSRT

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APA (6th Edition):

Pardamean, B. (2013). Problem-based learning in a dental school: measuring change in students' critical thinking skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5247

Chicago Manual of Style (16th Edition):

Pardamean, Bens. “Problem-based learning in a dental school: measuring change in students' critical thinking skills.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5247.

MLA Handbook (7th Edition):

Pardamean, Bens. “Problem-based learning in a dental school: measuring change in students' critical thinking skills.” 2013. Web. 27 Sep 2020.

Vancouver:

Pardamean B. Problem-based learning in a dental school: measuring change in students' critical thinking skills. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5247.

Council of Science Editors:

Pardamean B. Problem-based learning in a dental school: measuring change in students' critical thinking skills. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5247


University of Southern California

22. 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 September 27, 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. 27 Sep 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 Sep 27]. 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

23. Klijian, Giuliana Milagros. What about the children left-behind? An evaluation of a reading intervention program.

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

 Scholars and educators in the field of education continue to express concern about the "underachievement" of minority students, and suggest that the data reflects the… (more)

Subjects/Keywords: reading intervention; nonproficient reader; reading achievement; elementary school; at-risk students; reading program; Language! program; reading intervention program; reading intervention effect; poor reading performance; basic reading skills.

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APA (6th Edition):

Klijian, G. M. (2011). What about the children left-behind? An evaluation of a reading intervention program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893

Chicago Manual of Style (16th Edition):

Klijian, Giuliana Milagros. “What about the children left-behind? An evaluation of a reading intervention program.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893.

MLA Handbook (7th Edition):

Klijian, Giuliana Milagros. “What about the children left-behind? An evaluation of a reading intervention program.” 2011. Web. 27 Sep 2020.

Vancouver:

Klijian GM. What about the children left-behind? An evaluation of a reading intervention program. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893.

Council of Science Editors:

Klijian GM. What about the children left-behind? An evaluation of a reading intervention program. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893


University of Southern California

24. Oretta, Charlene I. 21st century skills practices and programs: a case study at an elementary school.

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

 Currently, the United States compares unfavorably with other industrialized nations on academic benchmarks. As the world becomes more interconnected, the skills and knowledge that students… (more)

Subjects/Keywords: educational leadership; school reform; Title 1 schools

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APA (6th Edition):

Oretta, C. I. (2012). 21st century skills practices and programs: a case study at an elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10

Chicago Manual of Style (16th Edition):

Oretta, Charlene I. “21st century skills practices and programs: a case study at an elementary school.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10.

MLA Handbook (7th Edition):

Oretta, Charlene I. “21st century skills practices and programs: a case study at an elementary school.” 2012. Web. 27 Sep 2020.

Vancouver:

Oretta CI. 21st century skills practices and programs: a case study at an elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10.

Council of Science Editors:

Oretta CI. 21st century skills practices and programs: a case study at an elementary school. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10


University of Southern California

25. Dinh, Richard. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.

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

 Literature suggests there are many variables affecting student performance and that student perceptions of teacher expectations and self-efficacy are among those variables. Although much has… (more)

Subjects/Keywords: quantitative study; southeast Asian; students' perceptions; teachers' expectations; self-efficacy

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APA (6th Edition):

Dinh, R. (2012). A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328

Chicago Manual of Style (16th Edition):

Dinh, Richard. “A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328.

MLA Handbook (7th Edition):

Dinh, Richard. “A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.” 2012. Web. 27 Sep 2020.

Vancouver:

Dinh R. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328.

Council of Science Editors:

Dinh R. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328


University of Southern California

26. MacDonald, William J., III. Transformative technology: teaching and learning at a 21st century elementary school.

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

 There can be no doubt that we live in an increasingly technology driven world. If the purpose of schooling is to prepare students for active… (more)

Subjects/Keywords: technology; integration; K-5; SAMR; transformational; redefinition; iPad; 1:1; 21st century; digital literacy

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APA (6th Edition):

MacDonald, William J., I. (2015). Transformative technology: teaching and learning at a 21st century elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566165/rec/7583

Chicago Manual of Style (16th Edition):

MacDonald, William J., III. “Transformative technology: teaching and learning at a 21st century elementary school.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566165/rec/7583.

MLA Handbook (7th Edition):

MacDonald, William J., III. “Transformative technology: teaching and learning at a 21st century elementary school.” 2015. Web. 27 Sep 2020.

Vancouver:

MacDonald, William J. I. Transformative technology: teaching and learning at a 21st century elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566165/rec/7583.

Council of Science Editors:

MacDonald, William J. I. Transformative technology: teaching and learning at a 21st century elementary school. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566165/rec/7583


University of Southern California

27. Hoffman, Eryn F. A case study: one California high school's commitment to preparing students for a global world.

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

 Today's global society, defined by political interconnectedness, technologically-based communication, and complexity of cultures, peoples, and perspectives, challenges K-12 education to prepare students like never before.… (more)

Subjects/Keywords: education; globalization

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APA (6th Edition):

Hoffman, E. F. (2011). A case study: one California high school's commitment to preparing students for a global world. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92

Chicago Manual of Style (16th Edition):

Hoffman, Eryn F. “A case study: one California high school's commitment to preparing students for a global world.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92.

MLA Handbook (7th Edition):

Hoffman, Eryn F. “A case study: one California high school's commitment to preparing students for a global world.” 2011. Web. 27 Sep 2020.

Vancouver:

Hoffman EF. A case study: one California high school's commitment to preparing students for a global world. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92.

Council of Science Editors:

Hoffman EF. A case study: one California high school's commitment to preparing students for a global world. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92


University of Southern California

28. 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/3512

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 September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3512.

MLA Handbook (7th Edition):

Jones, Josephine. “Input-adjusted transfer scores as an accountability model for California community colleges.” 2015. Web. 27 Sep 2020.

Vancouver:

Jones J. Input-adjusted transfer scores as an accountability model for California community colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3512.

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/3512


University of Southern California

29. Payton, Chandra Wati. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.

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

 Despite NCLB, the common public opinion is that the achievement gap has widened, especially for English Language Learners (ELLS). As such, it is important to… (more)

Subjects/Keywords: NCLB; ELLs; achievement gap; ELA

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APA (6th Edition):

Payton, C. W. (2014). A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233

Chicago Manual of Style (16th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

MLA Handbook (7th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Web. 27 Sep 2020.

Vancouver:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

Council of Science Editors:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233


University of Southern California

30. Peralta, Aaron A. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.

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

 The academic achievement gap between ethno-linguistic minority students and other students, as represented by test scores, dropout rates, and college admissions and completion rates, is… (more)

Subjects/Keywords: English Language Learners; ELL; English Language Development; ELD; ELD curriculum; achievement gap

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

APA (6th Edition):

Peralta, A. A. (2012). Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530

Chicago Manual of Style (16th Edition):

Peralta, Aaron A. “Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530.

MLA Handbook (7th Edition):

Peralta, Aaron A. “Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.” 2012. Web. 27 Sep 2020.

Vancouver:

Peralta AA. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530.

Council of Science Editors:

Peralta AA. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530

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