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You searched for +publisher:"University of Southern California" +contributor:("Kaplan, Sandra N."). Showing records 1 – 30 of 37 total matches.

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University of Southern California

1. Dobron, Kendra Hollern. Gifted students' perceptions of the differentiated curriculum.

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

 A differentiated curriculum for the gifted provides learning experiences that are challenging, interesting, satisfying, useful in the application to the real world, transferable to other… (more)

Subjects/Keywords: gifted; students' perceptions; differentiated; curriculum

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APA (6th Edition):

Dobron, K. H. (2011). Gifted students' perceptions of the differentiated curriculum. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053

Chicago Manual of Style (16th Edition):

Dobron, Kendra Hollern. “Gifted students' perceptions of the differentiated curriculum.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053.

MLA Handbook (7th Edition):

Dobron, Kendra Hollern. “Gifted students' perceptions of the differentiated curriculum.” 2011. Web. 03 Jul 2020.

Vancouver:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053.

Council of Science Editors:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053


University of Southern California

2. Medina, Nathalie Taloma. What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?.

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

 This study applies the Social Cognitive Concept of Self-Efficacy (Bandura, 1977) to understand the impact of self-efficacy on the development of early childhood teachers’ self-efficacy.… (more)

Subjects/Keywords: self-efficacy; teaching self-efficacy; early childhood teachers; teacher training; self-efficacy development; preschool; pre-kindergarten; early childhood workforce; early childhood major

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APA (6th Edition):

Medina, N. T. (2013). What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901

Chicago Manual of Style (16th Edition):

Medina, Nathalie Taloma. “What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901.

MLA Handbook (7th Edition):

Medina, Nathalie Taloma. “What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?.” 2013. Web. 03 Jul 2020.

Vancouver:

Medina NT. What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901.

Council of Science Editors:

Medina NT. What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901


University of Southern California

3. Wieland, Douglas C. Using cognitive task analysis to capture expert instruction in division of fractions.

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

 This study applies Cognitive Task Analysis (CTA), a method for eliciting the automated, unconscious knowledge and skills of experts, to capture expertise in teaching K-12… (more)

Subjects/Keywords: cognitive task analysis; division of fractions; mathematics; K-12 instruction

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APA (6th Edition):

Wieland, D. C. (2015). Using cognitive task analysis to capture expert instruction in division of fractions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7752

Chicago Manual of Style (16th Edition):

Wieland, Douglas C. “Using cognitive task analysis to capture expert instruction in division of fractions.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7752.

MLA Handbook (7th Edition):

Wieland, Douglas C. “Using cognitive task analysis to capture expert instruction in division of fractions.” 2015. Web. 03 Jul 2020.

Vancouver:

Wieland DC. Using cognitive task analysis to capture expert instruction in division of fractions. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7752.

Council of Science Editors:

Wieland DC. Using cognitive task analysis to capture expert instruction in division of fractions. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7752


University of Southern California

4. Strojny, Suzanne Rose. Globalization of a business school curriculum: the impact of short term study abroad on long term student learning.

Degree: EdD, Education, 2014, University of Southern California

 While a great deal of research has been done on the benefits of study abroad generally, particularly long-term study abroad, far less has been done… (more)

Subjects/Keywords: short-term study abroad; study abroad; long-term learning; business school; curriculum; globalization

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APA (6th Edition):

Strojny, S. R. (2014). Globalization of a business school curriculum: the impact of short term study abroad on long term student learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477385/rec/3068

Chicago Manual of Style (16th Edition):

Strojny, Suzanne Rose. “Globalization of a business school curriculum: the impact of short term study abroad on long term student learning.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477385/rec/3068.

MLA Handbook (7th Edition):

Strojny, Suzanne Rose. “Globalization of a business school curriculum: the impact of short term study abroad on long term student learning.” 2014. Web. 03 Jul 2020.

Vancouver:

Strojny SR. Globalization of a business school curriculum: the impact of short term study abroad on long term student learning. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477385/rec/3068.

Council of Science Editors:

Strojny SR. Globalization of a business school curriculum: the impact of short term study abroad on long term student learning. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477385/rec/3068


University of Southern California

5. Nordyke, Alison Michelle. Models of teaching: indicators influencing teachers' pedagogical choice.

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

 The models of teaching are systematic tools that allow teachers to vary their classroom pedagogical practices to meet the needs of all learners in their… (more)

Subjects/Keywords: models of teaching; pedagogical practices; teaching pedagogy

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APA (6th Edition):

Nordyke, A. M. (2011). Models of teaching: indicators influencing teachers' pedagogical choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162

Chicago Manual of Style (16th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 03 Jul 2020.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162.

Council of Science Editors:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162


University of Southern California

6. Moffatt, Linda B. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.

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

 The new Common Core State Standards (CCSS) are designed to be robust and relevant to the real world by reflecting the knowledge and skills that… (more)

Subjects/Keywords: perceptions; English learners; instructional strategies; academic; achievement

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APA (6th Edition):

Moffatt, L. B. (2015). Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6352

Chicago Manual of Style (16th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6352.

MLA Handbook (7th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Web. 03 Jul 2020.

Vancouver:

Moffatt LB. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6352.

Council of Science Editors:

Moffatt LB. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6352


University of Southern California

7. Apps, Kathleen Ann. Relationships between teachers' perceptions of gifted program status and instructional choices.

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

 This mixed-methods study examined the relationships between teachers' perceptions of gifted program status and their curricular and instructional choices in teaching the gifted students in… (more)

Subjects/Keywords: gifted program; status; differentiated curriculum and instruction

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APA (6th Edition):

Apps, K. A. (2011). Relationships between teachers' perceptions of gifted program status and instructional choices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517

Chicago Manual of Style (16th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517.

MLA Handbook (7th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Web. 03 Jul 2020.

Vancouver:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517.

Council of Science Editors:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517


University of Southern California

8. Ogden, Michele A. Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers.

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

 Elementary students’ math achievement in the United States is mediocre in comparison to that of students in other countries. Students in California perform below the… (more)

Subjects/Keywords: preservice teachers; math; teaching; elementary; self-efficacy; teacher beliefs; pedagogical experiences; conceptual math; procedural math; course experiences; teacher education; math education; MAT; masters and teaching; teaching pedagogy; mediated learning experience; integrated mathematics and pedagogy; michele ogden; procedural fluency; effective teaching; math education; affect; improving teacher self-efficacy; Comfort Confidence and Preparation in Teaching Elementary Math survey; CCP

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APA (6th Edition):

Ogden, M. A. (2012). Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203899/rec/2214

Chicago Manual of Style (16th Edition):

Ogden, Michele A. “Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203899/rec/2214.

MLA Handbook (7th Edition):

Ogden, Michele A. “Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers.” 2012. Web. 03 Jul 2020.

Vancouver:

Ogden MA. Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203899/rec/2214.

Council of Science Editors:

Ogden MA. Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203899/rec/2214


University of Southern California

9. Kolberg, Todd Michael. An evaluation of Urban Compass after-school program.

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

 This study uses an existing evaluation model and previously established measurement tools to evaluate the quality and success of Urban Compass, a private non-profit after-school… (more)

Subjects/Keywords: program evaluation; after school program; ASP

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APA (6th Edition):

Kolberg, T. M. (2013). An evaluation of Urban Compass after-school program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300306/rec/717

Chicago Manual of Style (16th Edition):

Kolberg, Todd Michael. “An evaluation of Urban Compass after-school program.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300306/rec/717.

MLA Handbook (7th Edition):

Kolberg, Todd Michael. “An evaluation of Urban Compass after-school program.” 2013. Web. 03 Jul 2020.

Vancouver:

Kolberg TM. An evaluation of Urban Compass after-school program. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300306/rec/717.

Council of Science Editors:

Kolberg TM. An evaluation of Urban Compass after-school program. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300306/rec/717


University of Southern California

10. Lou, Rena Zhihong. A pedagogical shift from direct instruction: Technology‐Assisted Inquiry Learning (TAIL) in chemistry.

Degree: EdD, Education, 2014, University of Southern California

 The purpose of this study was to develop a student‐centered Technology‐Assisted Inquiry Learning (TAIL) pedagogical approach and compare it with the traditional, teacher‐centered, direct instruction… (more)

Subjects/Keywords: chemistry; guidance; pedagogy; student‐centered learning; TAIL; technology‐assisted inquiry learning

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APA (6th Edition):

Lou, R. Z. (2014). A pedagogical shift from direct instruction: Technology‐Assisted Inquiry Learning (TAIL) in chemistry. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411085/rec/292

Chicago Manual of Style (16th Edition):

Lou, Rena Zhihong. “A pedagogical shift from direct instruction: Technology‐Assisted Inquiry Learning (TAIL) in chemistry.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411085/rec/292.

MLA Handbook (7th Edition):

Lou, Rena Zhihong. “A pedagogical shift from direct instruction: Technology‐Assisted Inquiry Learning (TAIL) in chemistry.” 2014. Web. 03 Jul 2020.

Vancouver:

Lou RZ. A pedagogical shift from direct instruction: Technology‐Assisted Inquiry Learning (TAIL) in chemistry. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411085/rec/292.

Council of Science Editors:

Lou RZ. A pedagogical shift from direct instruction: Technology‐Assisted Inquiry Learning (TAIL) in chemistry. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411085/rec/292


University of Southern California

11. Allphin, Danielle M. Teacher application and enactment of models of teaching.

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

 This study sought to identify factors that influence teacher decisions about pedagogy based on curriculum content and skills and the degree to which teachers transfer… (more)

Subjects/Keywords: education; pedagogy; pedagogical content knowledge; models of teaching; elementary education; gifted education; teacher education; professional development

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APA (6th Edition):

Allphin, D. M. (2011). Teacher application and enactment of models of teaching. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340

Chicago Manual of Style (16th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340.

MLA Handbook (7th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Web. 03 Jul 2020.

Vancouver:

Allphin DM. Teacher application and enactment of models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340.

Council of Science Editors:

Allphin DM. Teacher application and enactment of models of teaching. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340


University of Southern California

12. Grubb, Robert Carl. The relationship between the implementation of a differentiated curriculum and the development of intellectualism.

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

 This study was conducted to explore the perceptions of gifted students and their teachers on the relationship between the implementation of a differentiated curriculum designed… (more)

Subjects/Keywords: gifted education; intellectualism; differentiated curriculum

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APA (6th Edition):

Grubb, R. C. (2011). The relationship between the implementation of a differentiated curriculum and the development of intellectualism. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161

Chicago Manual of Style (16th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161.

MLA Handbook (7th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Web. 03 Jul 2020.

Vancouver:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161.

Council of Science Editors:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161


University of Southern California

13. Calloway, Letitia ReNaé. Factors that influence the identification of elementary African American students as potentially gifted learners.

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

 The purpose of this research study was to examine factors that influence the identification of elementary African American students for gifted programs and to discover… (more)

Subjects/Keywords: identification; elementary; african american; gifted

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APA (6th Edition):

Calloway, L. R. (2012). Factors that influence the identification of elementary African American students as potentially gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742

Chicago Manual of Style (16th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742.

MLA Handbook (7th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Web. 03 Jul 2020.

Vancouver:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742.

Council of Science Editors:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742


University of Southern California

14. Marotta-Garcia, Christina. Teachers' use of a differentiated curriculum for gifted students.

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

 Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate… (more)

Subjects/Keywords: gifted; differentiated curriculum; teaching

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APA (6th Edition):

Marotta-Garcia, C. (2011). Teachers' use of a differentiated curriculum for gifted students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364

Chicago Manual of Style (16th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

MLA Handbook (7th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Web. 03 Jul 2020.

Vancouver:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

Council of Science Editors:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364


University of Southern California

15. Else, Danielle F. The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students.

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

 Though research has validated a link between principal leadership and student achievement, questions remain regarding the specific relationships between the principal and high-achieving learners. This… (more)

Subjects/Keywords: differentiated curriculum; differentiation; educational leadership; elementary principal; high-ability students; instructional behavior

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APA (6th Edition):

Else, D. F. (2013). The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249

Chicago Manual of Style (16th Edition):

Else, Danielle F. “The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249.

MLA Handbook (7th Edition):

Else, Danielle F. “The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students.” 2013. Web. 03 Jul 2020.

Vancouver:

Else DF. The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249.

Council of Science Editors:

Else DF. The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249


University of Southern California

16. Tanahan, Edit. Actual and ideal instructional practices in California high school gifted geometry education.

Degree: EdD, Education (Curriculum & Instruction), 2006, University of Southern California

 The purpose of this study was to investigate the differences between the frequencies of teachers' instructional practices with gifted and with typical learners under actual… (more)

Subjects/Keywords: instructional practices; gifted education

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APA (6th Edition):

Tanahan, E. (2006). Actual and ideal instructional practices in California high school gifted geometry education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/26879/rec/503

Chicago Manual of Style (16th Edition):

Tanahan, Edit. “Actual and ideal instructional practices in California high school gifted geometry education.” 2006. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/26879/rec/503.

MLA Handbook (7th Edition):

Tanahan, Edit. “Actual and ideal instructional practices in California high school gifted geometry education.” 2006. Web. 03 Jul 2020.

Vancouver:

Tanahan E. Actual and ideal instructional practices in California high school gifted geometry education. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/26879/rec/503.

Council of Science Editors:

Tanahan E. Actual and ideal instructional practices in California high school gifted geometry education. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/26879/rec/503


University of Southern California

17. Ravenna, Georgianna. Factors influencing gifted students' preferences for models of teaching.

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

 The purpose of this study was to examine gifted students' preferences for models of teaching and the specific factors contributing to those preferences. The sample… (more)

Subjects/Keywords: gifted education; curriculum and instruction

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APA (6th Edition):

Ravenna, G. (2008). Factors influencing gifted students' preferences for models of teaching. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730

Chicago Manual of Style (16th Edition):

Ravenna, Georgianna. “Factors influencing gifted students' preferences for models of teaching.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730.

MLA Handbook (7th Edition):

Ravenna, Georgianna. “Factors influencing gifted students' preferences for models of teaching.” 2008. Web. 03 Jul 2020.

Vancouver:

Ravenna G. Factors influencing gifted students' preferences for models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730.

Council of Science Editors:

Ravenna G. Factors influencing gifted students' preferences for models of teaching. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730


University of Southern California

18. Torres, Luz Adriana. Gifted Spanish speaking English learners' participation in advanced placement programs.

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

 This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in… (more)

Subjects/Keywords: gifted Spanish speaking English Learners; gifted English Learners and AP courses; gifted English Learners; English Learners and AP courses

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APA (6th Edition):

Torres, L. A. (2010). Gifted Spanish speaking English learners' participation in advanced placement programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3052

Chicago Manual of Style (16th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3052.

MLA Handbook (7th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Web. 03 Jul 2020.

Vancouver:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3052.

Council of Science Editors:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3052


University of Southern California

19. Han, Alyson Kim. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.

Degree: EdD, Education (Curriculum & Instruction), 2007, University of Southern California

 According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a… (more)

Subjects/Keywords: elementary science for English Learners in science; mathematics; and technology centered magnet schools

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APA (6th Edition):

Han, A. K. (2007). Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057

Chicago Manual of Style (16th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

MLA Handbook (7th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Web. 03 Jul 2020.

Vancouver:

Han AK. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

Council of Science Editors:

Han AK. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057


University of Southern California

20. Petersen, Terry Jean. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.

Degree: EdD, Education, 2008, University of Southern California

 The purpose of this research study was to compare curriculum designs that best represent the teacher's definition of differentiated curriculum for gifted students and the… (more)

Subjects/Keywords: spill-over effect; differentiated curriculum designs; gifted education; grouping practices; social constructivisim

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APA (6th Edition):

Petersen, T. J. (2008). The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326

Chicago Manual of Style (16th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

MLA Handbook (7th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Web. 03 Jul 2020.

Vancouver:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

Council of Science Editors:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326


University of Southern California

21. Sellers, Dena M. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.

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

 For years research on gifted education has discussed the importance of professional development for teachers of gifted students. This study examined data on how professional… (more)

Subjects/Keywords: gifted; differentiation; differentiated; self perception; self-perception; JAVITS; Kaplan; differentiated curriculum; teacher choices

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APA (6th Edition):

Sellers, D. M. (2008). Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733

Chicago Manual of Style (16th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

MLA Handbook (7th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Web. 03 Jul 2020.

Vancouver:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

Council of Science Editors:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733


University of Southern California

22. Nakagawa, Rebecca Wei. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.

Degree: EdD, Education, 2008, University of Southern California

 This study examined the role of teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.; The study extracted the data… (more)

Subjects/Keywords: education; gifted students

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APA (6th Edition):

Nakagawa, R. W. (2008). Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361

Chicago Manual of Style (16th Edition):

Nakagawa, Rebecca Wei. “Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361.

MLA Handbook (7th Edition):

Nakagawa, Rebecca Wei. “Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.” 2008. Web. 03 Jul 2020.

Vancouver:

Nakagawa RW. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361.

Council of Science Editors:

Nakagawa RW. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361


University of Southern California

23. Parsavand, Shirin. Is there merit in merit pay for teachers?.

Degree: MA, Specialized Journalism, 2010, University of Southern California

 The Obama administration is using billions of dollars in federal stimulus grants to encourage schools to offer merit pay to teachers. A growing body of… (more)

Subjects/Keywords: merit pay; performance pay; teachers; Los Angeles Unified School District; Denver Public Schools; ProComp; Bill and Melinda Gates Foundation

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APA (6th Edition):

Parsavand, S. (2010). Is there merit in merit pay for teachers?. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/366016/rec/3667

Chicago Manual of Style (16th Edition):

Parsavand, Shirin. “Is there merit in merit pay for teachers?.” 2010. Masters Thesis, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/366016/rec/3667.

MLA Handbook (7th Edition):

Parsavand, Shirin. “Is there merit in merit pay for teachers?.” 2010. Web. 03 Jul 2020.

Vancouver:

Parsavand S. Is there merit in merit pay for teachers?. [Internet] [Masters thesis]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/366016/rec/3667.

Council of Science Editors:

Parsavand S. Is there merit in merit pay for teachers?. [Masters Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/366016/rec/3667


University of Southern California

24. Kobashi, Joy Naomi. The role of public aquaria in enhancing science education: case studies of practice.

Degree: EdD, Education (Curriculum & Instruction), 2006, University of Southern California

 Interest in informal science learning as a means to support formal science education has grown within the past nine years. Guidelines have been established, reports… (more)

Subjects/Keywords: informal education; science education; aquaria education; free choice learning; education

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APA (6th Edition):

Kobashi, J. N. (2006). The role of public aquaria in enhancing science education: case studies of practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/165907/rec/7252

Chicago Manual of Style (16th Edition):

Kobashi, Joy Naomi. “The role of public aquaria in enhancing science education: case studies of practice.” 2006. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/165907/rec/7252.

MLA Handbook (7th Edition):

Kobashi, Joy Naomi. “The role of public aquaria in enhancing science education: case studies of practice.” 2006. Web. 03 Jul 2020.

Vancouver:

Kobashi JN. The role of public aquaria in enhancing science education: case studies of practice. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/165907/rec/7252.

Council of Science Editors:

Kobashi JN. The role of public aquaria in enhancing science education: case studies of practice. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/165907/rec/7252


University of Southern California

25. Robinson, John Keith. An examination of slippage between ideal and formal curriculum using Tyler's Rationale.

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

 Ralph Tyler (1949) conceived the composing of curriculum as an act of orderly decision-making. He provided a framework that identified the decisions (couched as questions)… (more)

Subjects/Keywords: Tyler, Ralph; rationale; curriculum; ideal; formal; slippage; commonplaces

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APA (6th Edition):

Robinson, J. K. (2010). An examination of slippage between ideal and formal curriculum using Tyler's Rationale. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/433085/rec/735

Chicago Manual of Style (16th Edition):

Robinson, John Keith. “An examination of slippage between ideal and formal curriculum using Tyler's Rationale.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/433085/rec/735.

MLA Handbook (7th Edition):

Robinson, John Keith. “An examination of slippage between ideal and formal curriculum using Tyler's Rationale.” 2010. Web. 03 Jul 2020.

Vancouver:

Robinson JK. An examination of slippage between ideal and formal curriculum using Tyler's Rationale. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/433085/rec/735.

Council of Science Editors:

Robinson JK. An examination of slippage between ideal and formal curriculum using Tyler's Rationale. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/433085/rec/735


University of Southern California

26. Krogh, Jennifer. The effects of the models of teaching on student learning.

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

 This study sought to explore the degree to which students’ interactions with the models of teaching influence learning. The purposefully sampled population consisted of gifted… (more)

Subjects/Keywords: gifted students; models of teaching; student preferences; transfer of learning; independent study; learning to learn; interest; motivation

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APA (6th Edition):

Krogh, J. (2010). The effects of the models of teaching on student learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675

Chicago Manual of Style (16th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675.

MLA Handbook (7th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Web. 03 Jul 2020.

Vancouver:

Krogh J. The effects of the models of teaching on student learning. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675.

Council of Science Editors:

Krogh J. The effects of the models of teaching on student learning. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675


University of Southern California

27. Park, Misook A. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.

Degree: EdD, Education (Curriculum & Instruction), 2010, University of Southern California

 This urban district-wide study of teachers in gifted and talented programs in grades three through eight explored factors contributing to the transfer of knowledge learned… (more)

Subjects/Keywords: gifted education; differentiated curriculum; professional development

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APA (6th Edition):

Park, M. A. (2010). Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717

Chicago Manual of Style (16th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717.

MLA Handbook (7th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Web. 03 Jul 2020.

Vancouver:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717.

Council of Science Editors:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717


University of Southern California

28. Noble, James Paul. Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.

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

 This study was conducted in 11 schools across 5 school districts and solicited responses from 20 teachers. This study found a relationship between instructional strategies… (more)

Subjects/Keywords: gifted; middle school; English classes; 7th grade; instructional strategies; gifted students; teacher perceptions; Los Angeles

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APA (6th Edition):

Noble, J. P. (2010). Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362

Chicago Manual of Style (16th Edition):

Noble, James Paul. “Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362.

MLA Handbook (7th Edition):

Noble, James Paul. “Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.” 2010. Web. 03 Jul 2020.

Vancouver:

Noble JP. Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362.

Council of Science Editors:

Noble JP. Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362


University of Southern California

29. 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 03, 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. 03 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 03]. 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

30. Van Trieste, Lynne M. Businesses assisting K-12 science instruction: four case studies of long-term school partnerships.

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

 Businesses lack enough qualified applicants to fill the increasing need for scientists and engineers while educators lack many resources for science programs in K-12 schools.… (more)

Subjects/Keywords: partnership; collaboration; workforce development

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

APA (6th Edition):

Van Trieste, L. M. (2006). Businesses assisting K-12 science instruction: four case studies of long-term school partnerships. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/18499/rec/1192

Chicago Manual of Style (16th Edition):

Van Trieste, Lynne M. “Businesses assisting K-12 science instruction: four case studies of long-term school partnerships.” 2006. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/18499/rec/1192.

MLA Handbook (7th Edition):

Van Trieste, Lynne M. “Businesses assisting K-12 science instruction: four case studies of long-term school partnerships.” 2006. Web. 03 Jul 2020.

Vancouver:

Van Trieste LM. Businesses assisting K-12 science instruction: four case studies of long-term school partnerships. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/18499/rec/1192.

Council of Science Editors:

Van Trieste LM. Businesses assisting K-12 science instruction: four case studies of long-term school partnerships. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/18499/rec/1192

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