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You searched for +publisher:"University of Southern California" +contributor:("Hollins, Etta R."). Showing records 1 – 16 of 16 total matches.

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University of Southern California

1. Linton, Antoinette S. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science.

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

 The purpose of this study was to investigate the use of professional development characterized by teacher facilitated learning activities as a way to improve teaching… (more)

Subjects/Keywords: secondary science; STEM; professional development; teacher education; epistemic practices; teacher practice; improved teacher performance; improved student academic performance

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APA (6th Edition):

Linton, A. S. (2011). Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/192846/rec/2587

Chicago Manual of Style (16th Edition):

Linton, Antoinette S. “Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/192846/rec/2587.

MLA Handbook (7th Edition):

Linton, Antoinette S. “Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science.” 2011. Web. 10 Jul 2020.

Vancouver:

Linton AS. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/192846/rec/2587.

Council of Science Editors:

Linton AS. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/192846/rec/2587


University of Southern California

2. White, La Donna. Effective strategies for teaching mathematics to African American students.

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

 As of 2001 with the mandates issued under No Child Left Behind, the National Council of Teachers of Mathematics (NCTM) revised its standards to ensure… (more)

Subjects/Keywords: mathematics; teaching; African American students

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APA (6th Edition):

White, L. D. (2012). Effective strategies for teaching mathematics to African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2198

Chicago Manual of Style (16th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2198.

MLA Handbook (7th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Web. 10 Jul 2020.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2198.

Council of Science Editors:

White LD. Effective strategies for teaching mathematics to African American students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2198


University of Southern California

3. Moakes, Linda Cohen. Teacher ideologies and fostering academic excellence in urban schools.

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

 This qualitative case study applied constructivist theoretical perspectives to multidisciplinary literature and analyzed teachers’ social discourse as it revealed individuals’ commitment to fostering students’ academic… (more)

Subjects/Keywords: constructivism; critical discourse studies; critical race theory; ideology; knowledge; learning; social discourse; structured dialogue; urban education

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APA (6th Edition):

Moakes, L. C. (2015). Teacher ideologies and fostering academic excellence in urban schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346

Chicago Manual of Style (16th Edition):

Moakes, Linda Cohen. “Teacher ideologies and fostering academic excellence in urban schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346.

MLA Handbook (7th Edition):

Moakes, Linda Cohen. “Teacher ideologies and fostering academic excellence in urban schools.” 2015. Web. 10 Jul 2020.

Vancouver:

Moakes LC. Teacher ideologies and fostering academic excellence in urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346.

Council of Science Editors:

Moakes LC. Teacher ideologies and fostering academic excellence in urban schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523957/rec/6346


University of Southern California

4. McClendon, Lillie Faye. Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program.

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

 The purpose of the study was to explore the factors that influence involvement or non-involvement in the educational experiences of children at home and in… (more)

Subjects/Keywords: African American; early childhood; preschool education; parent involvement; general education

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APA (6th Edition):

McClendon, L. F. (2009). Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2744

Chicago Manual of Style (16th Edition):

McClendon, Lillie Faye. “Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2744.

MLA Handbook (7th Edition):

McClendon, Lillie Faye. “Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program.” 2009. Web. 10 Jul 2020.

Vancouver:

McClendon LF. Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2744.

Council of Science Editors:

McClendon LF. Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2744


University of Southern California

5. Flemings, M. Precious B. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 A qualitative case study research design was used to identify instructional approaches used by urban middle school teachers to effect changes in African American students'… (more)

Subjects/Keywords: urban middle school teachers; African American students; instructional approaches; learning outcomes; performance; math; science

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APA (6th Edition):

Flemings, M. P. B. (2007). "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41

Chicago Manual of Style (16th Edition):

Flemings, M Precious B. “"Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41.

MLA Handbook (7th Edition):

Flemings, M Precious B. “"Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.” 2007. Web. 10 Jul 2020.

Vancouver:

Flemings MPB. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41.

Council of Science Editors:

Flemings MPB. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41


University of Southern California

6. Hernández, Arcelia L. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.

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

 This study analyzes self reported transition experiences of five Latina bilingual novice teachers’ into the classroom and documents how they participate in their own socialization… (more)

Subjects/Keywords: bilingual novice teachers; teacher induction; Latina teachers; teacher education; first year teacher; teacher identity; novice teacher role

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APA (6th Edition):

Hernández, A. L. (2010). Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3753

Chicago Manual of Style (16th Edition):

Hernández, Arcelia L. “Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3753.

MLA Handbook (7th Edition):

Hernández, Arcelia L. “Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.” 2010. Web. 10 Jul 2020.

Vancouver:

Hernández AL. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3753.

Council of Science Editors:

Hernández AL. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3753


University of Southern California

7. Lopez, Sonja Michelle. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.

Degree: EdD, Education, 2010, University of Southern California

 This study investigated how teachers at a national public school recently accredited in an international education program identified the changes in their educational pedagogy that… (more)

Subjects/Keywords: international education; global education; multicultural education; teacher education; international baccalaureate; educational accreditation; educational leadership

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APA (6th Edition):

Lopez, S. M. (2010). Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3600

Chicago Manual of Style (16th Edition):

Lopez, Sonja Michelle. “Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3600.

MLA Handbook (7th Edition):

Lopez, Sonja Michelle. “Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.” 2010. Web. 10 Jul 2020.

Vancouver:

Lopez SM. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3600.

Council of Science Editors:

Lopez SM. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3600


University of Southern California

8. McIntyre, William James Michael. Planting a tree: the role of formal and non-formal educational programs in the revival of Scottish Gaelic.

Degree: EdD, Education (Leadership), 2006, University of Southern California

 The borders of the Scots-Gaelic world have shrunk before the continually erosive power of the "killer language" English. The Gaelic language now faces the possibility… (more)

Subjects/Keywords: Gaelic education; minority bilingual language revival; Whorf

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APA (6th Edition):

McIntyre, W. J. M. (2006). Planting a tree: the role of formal and non-formal educational programs in the revival of Scottish Gaelic. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/32023/rec/5067

Chicago Manual of Style (16th Edition):

McIntyre, William James Michael. “Planting a tree: the role of formal and non-formal educational programs in the revival of Scottish Gaelic.” 2006. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/32023/rec/5067.

MLA Handbook (7th Edition):

McIntyre, William James Michael. “Planting a tree: the role of formal and non-formal educational programs in the revival of Scottish Gaelic.” 2006. Web. 10 Jul 2020.

Vancouver:

McIntyre WJM. Planting a tree: the role of formal and non-formal educational programs in the revival of Scottish Gaelic. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/32023/rec/5067.

Council of Science Editors:

McIntyre WJM. Planting a tree: the role of formal and non-formal educational programs in the revival of Scottish Gaelic. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/32023/rec/5067


University of Southern California

9. Myck-Wayne, Janice R. Linking theory and practice in teacher education: an analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 A prevalent dilemma in preservice teacher education is the effort to bridge the gap between theory and practice. Researchers working within teacher education engage in… (more)

Subjects/Keywords: reflection; preservice teachers; teacher education

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APA (6th Edition):

Myck-Wayne, J. R. (2007). Linking theory and practice in teacher education: an analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/519452/rec/3840

Chicago Manual of Style (16th Edition):

Myck-Wayne, Janice R. “Linking theory and practice in teacher education: an analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/519452/rec/3840.

MLA Handbook (7th Edition):

Myck-Wayne, Janice R. “Linking theory and practice in teacher education: an analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools.” 2007. Web. 10 Jul 2020.

Vancouver:

Myck-Wayne JR. Linking theory and practice in teacher education: an analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/519452/rec/3840.

Council of Science Editors:

Myck-Wayne JR. Linking theory and practice in teacher education: an analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/519452/rec/3840


University of Southern California

10. Zamor, Eliza. Standards based reflection as a means of enabling teacher learning.

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

 The purpose of this study was to investigate the impact of a standards based reflective process on the learning of four teachers with varying years… (more)

Subjects/Keywords: reflection; standards; teacher learning

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APA (6th Edition):

Zamor, E. (2009). Standards based reflection as a means of enabling teacher learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6037

Chicago Manual of Style (16th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6037.

MLA Handbook (7th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Web. 10 Jul 2020.

Vancouver:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6037.

Council of Science Editors:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6037


University of Southern California

11. Kershner, Anne Elizabeth. Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The United States has a high school dropout rate as high as 50 percent for some ethnic groups. This dropout rate exacerbates racial divides and… (more)

Subjects/Keywords: secondary and career education; outperforming urban high school

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APA (6th Edition):

Kershner, A. E. (2008). Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/68777/rec/2746

Chicago Manual of Style (16th Edition):

Kershner, Anne Elizabeth. “Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/68777/rec/2746.

MLA Handbook (7th Edition):

Kershner, Anne Elizabeth. “Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum.” 2008. Web. 10 Jul 2020.

Vancouver:

Kershner AE. Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/68777/rec/2746.

Council of Science Editors:

Kershner AE. Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/68777/rec/2746


University of Southern California

12. Sauce, Norman C, III. The distinguishing characteristics of a high performing urban public high school: a descriptive analysis self-study.

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

 Vincent High School is an urban public high school with a population of working class children of color, most of whom are English Language Learners.… (more)

Subjects/Keywords: high performing schools; grading policies; teacher collaboration; block scheduling; teacher education; school size; schools of choice; rffective teachers; school reform

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APA (6th Edition):

Sauce, Norman C, I. (2009). The distinguishing characteristics of a high performing urban public high school: a descriptive analysis self-study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228488/rec/6573

Chicago Manual of Style (16th Edition):

Sauce, Norman C, III. “The distinguishing characteristics of a high performing urban public high school: a descriptive analysis self-study.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228488/rec/6573.

MLA Handbook (7th Edition):

Sauce, Norman C, III. “The distinguishing characteristics of a high performing urban public high school: a descriptive analysis self-study.” 2009. Web. 10 Jul 2020.

Vancouver:

Sauce, Norman C I. The distinguishing characteristics of a high performing urban public high school: a descriptive analysis self-study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228488/rec/6573.

Council of Science Editors:

Sauce, Norman C I. The distinguishing characteristics of a high performing urban public high school: a descriptive analysis self-study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228488/rec/6573


University of Southern California

13. Howland, Brooke Amber. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.

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

 The primary purpose of this study was to analyze the outcomes of an original method of professional development that acknowledged and addressed the specific learning… (more)

Subjects/Keywords: professional development; adult learning; teacher cognition; individualized; Open Court Reading

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APA (6th Edition):

Howland, B. A. (2009). Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2223

Chicago Manual of Style (16th Edition):

Howland, Brooke Amber. “Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2223.

MLA Handbook (7th Edition):

Howland, Brooke Amber. “Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.” 2009. Web. 10 Jul 2020.

Vancouver:

Howland BA. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2223.

Council of Science Editors:

Howland BA. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2223


University of Southern California

14. Jeffers, Adam R. Early academic experiences of recently incarcerated African American males.

Degree: EdD, Education, 2010, University of Southern California

 This project examines the early educational experiences of 6 young African American males (ages 18-25) who attended urban schools in San Diego, California. All 6… (more)

Subjects/Keywords: African American males; Black boys; urban education; incarceration; school-to-prison pipeline; student perceptions; teacher expectations; racial identity development; sociocultural

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APA (6th Edition):

Jeffers, A. R. (2010). Early academic experiences of recently incarcerated African American males. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2143

Chicago Manual of Style (16th Edition):

Jeffers, Adam R. “Early academic experiences of recently incarcerated African American males.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2143.

MLA Handbook (7th Edition):

Jeffers, Adam R. “Early academic experiences of recently incarcerated African American males.” 2010. Web. 10 Jul 2020.

Vancouver:

Jeffers AR. Early academic experiences of recently incarcerated African American males. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2143.

Council of Science Editors:

Jeffers AR. Early academic experiences of recently incarcerated African American males. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2143


University of Southern California

15. Hall, Stephanie Noelle. A study of professional development in two middle schools with significant increases in statewide test scores.

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

 Administrators and teachers are held accountable for the academic achievement of their students as measured by the California Standards Test. Because teacher preparation is strongly… (more)

Subjects/Keywords: professional development; school reform; content and context characteristics; school leadership; staff development; API; AYP; California standards

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

APA (6th Edition):

Hall, S. N. (2009). A study of professional development in two middle schools with significant increases in statewide test scores. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399

Chicago Manual of Style (16th Edition):

Hall, Stephanie Noelle. “A study of professional development in two middle schools with significant increases in statewide test scores.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399.

MLA Handbook (7th Edition):

Hall, Stephanie Noelle. “A study of professional development in two middle schools with significant increases in statewide test scores.” 2009. Web. 10 Jul 2020.

Vancouver:

Hall SN. A study of professional development in two middle schools with significant increases in statewide test scores. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399.

Council of Science Editors:

Hall SN. A study of professional development in two middle schools with significant increases in statewide test scores. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399


University of Southern California

16. Hu, Lindsay Anne Kwock. A case study of one Teach For America corps member's use of equity pedagogy.

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

 This study investigates equitable practices used by a Teach For America (TFA) corps member (CM) in her second year of teaching low income, minority students.… (more)

Subjects/Keywords: equity pedagogy; culturally relevant pedagogy; Teach For America

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hu, L. A. K. (2009). A case study of one Teach For America corps member's use of equity pedagogy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78

Chicago Manual of Style (16th Edition):

Hu, Lindsay Anne Kwock. “A case study of one Teach For America corps member's use of equity pedagogy.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78.

MLA Handbook (7th Edition):

Hu, Lindsay Anne Kwock. “A case study of one Teach For America corps member's use of equity pedagogy.” 2009. Web. 10 Jul 2020.

Vancouver:

Hu LAK. A case study of one Teach For America corps member's use of equity pedagogy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78.

Council of Science Editors:

Hu LAK. A case study of one Teach For America corps member's use of equity pedagogy. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78

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