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You searched for +publisher:"University of Southern California" +contributor:("Kaplan, Sandra"). Showing records 1 – 30 of 56 total matches.

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University of Southern California

1. Henderson, Ronnie Dee. Multi-site case studies on the collaboration of career technical education teachers and core teachers.

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

 In the 2014 school year, California implemented the adoption of the Common Core State Standards (CCSS). These new standards provided California’s teachers, from multiple disciplines,… (more)

Subjects/Keywords: career/technical education; common core; teacher collaboration practices

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APA (6th Edition):

Henderson, R. D. (2015). Multi-site case studies on the collaboration of career technical education teachers and core teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564058/rec/4260

Chicago Manual of Style (16th Edition):

Henderson, Ronnie Dee. “Multi-site case studies on the collaboration of career technical education teachers and core teachers.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564058/rec/4260.

MLA Handbook (7th Edition):

Henderson, Ronnie Dee. “Multi-site case studies on the collaboration of career technical education teachers and core teachers.” 2015. Web. 10 Jul 2020.

Vancouver:

Henderson RD. Multi-site case studies on the collaboration of career technical education teachers and core teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564058/rec/4260.

Council of Science Editors:

Henderson RD. Multi-site case studies on the collaboration of career technical education teachers and core teachers. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564058/rec/4260


University of Southern California

2. DeRenzo, Forest S. Multi-site case studies on the collaboration of career technical education teachers and core teachers.

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

 In the 2014 school year, California implemented the adoption of the Common Core State Standards (CCSS). These new standards provided California’s teachers, from multiple disciplines,… (more)

Subjects/Keywords: career technical education; teacher collaboration; Common Core State Standards; core subject teachers; collaboration models; curriculum integration; interdisciplinary collaboration; standards implementation; career readiness; regional occupational program; collaboration practices; career education; educating for careers; CTE teachers; vocational education

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APA (6th Edition):

DeRenzo, F. S. (2015). Multi-site case studies on the collaboration of career technical education teachers and core teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564395/rec/4259

Chicago Manual of Style (16th Edition):

DeRenzo, Forest S. “Multi-site case studies on the collaboration of career technical education teachers and core teachers.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564395/rec/4259.

MLA Handbook (7th Edition):

DeRenzo, Forest S. “Multi-site case studies on the collaboration of career technical education teachers and core teachers.” 2015. Web. 10 Jul 2020.

Vancouver:

DeRenzo FS. Multi-site case studies on the collaboration of career technical education teachers and core teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564395/rec/4259.

Council of Science Editors:

DeRenzo FS. Multi-site case studies on the collaboration of career technical education teachers and core teachers. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/564395/rec/4259


University of Southern California

3. Levinson, Christine Caro. Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice.

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

 Guided practice, also referred to as student teaching, is a traditional component of teacher education that prepares teacher candidates for the complexities of the classroom.… (more)

Subjects/Keywords: student teaching; guided practice; online; teacher education; preliminary teachers; fidelity of implementation; English language arts; pedagogy; cooperating teachers; guiding teachers

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APA (6th Edition):

Levinson, C. C. (2012). Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2741

Chicago Manual of Style (16th Edition):

Levinson, Christine Caro. “Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2741.

MLA Handbook (7th Edition):

Levinson, Christine Caro. “Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice.” 2012. Web. 10 Jul 2020.

Vancouver:

Levinson CC. Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2741.

Council of Science Editors:

Levinson CC. Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2741


University of Southern California

4. 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 10, 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. 10 Jul 2020.

Vancouver:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. 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

5. Cid, Luciano. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.

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

 Focusing on the discrepancies that exist between student and teacher-centered pedagogies, this study analyzed the ability of two professional development (PD) models, Explicit Direct Instruction… (more)

Subjects/Keywords: Cognitively Guided Instruction; Explicit Direct Instruction; mathematical reasoning; teacher-centered instruction; student-centered instruction; inquiry based learning

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APA (6th Edition):

Cid, L. (2014). Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911

Chicago Manual of Style (16th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

MLA Handbook (7th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Web. 10 Jul 2020.

Vancouver:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

Council of Science Editors:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911


University of Southern California

6. Lopez, Carmen Lizette. An analysis of the selection and training of guiding teachers in an urban teacher education program.

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

 In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose… (more)

Subjects/Keywords: selection of guiding teachers; training of guiding teachers; urban teacher education; master teacher; cooperating teacher; guiding teachers; student teaching; guided practice

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APA (6th Edition):

Lopez, C. L. (2012). An analysis of the selection and training of guiding teachers in an urban teacher education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677

Chicago Manual of Style (16th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

MLA Handbook (7th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Web. 10 Jul 2020.

Vancouver:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

Council of Science Editors:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677


University of Southern California

7. Peeples, Rebecca James. African American boys and books: an analysis of the book preferences of African American males in grades three through five.

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

 This study applies the expectancy value theory (EVT) to understand the impact of interest and choice on African American boy readers. This study provides evidence… (more)

Subjects/Keywords: African American; boys; reading; books

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APA (6th Edition):

Peeples, R. J. (2014). African American boys and books: an analysis of the book preferences of African American males in grades three through five. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570

Chicago Manual of Style (16th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

MLA Handbook (7th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Web. 10 Jul 2020.

Vancouver:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

Council of Science Editors:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570


University of Southern California

8. 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 10, 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. 10 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 10]. 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

9. 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 10, 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. 10 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 10]. 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

10. Fabienke, Shonika. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.

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

 This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with… (more)

Subjects/Keywords: curriculum; implementation; slippage; Language Arts intervention; prescribed curriculum

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APA (6th Edition):

Fabienke, S. (2012). Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5210

Chicago Manual of Style (16th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5210.

MLA Handbook (7th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Web. 10 Jul 2020.

Vancouver:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5210.

Council of Science Editors:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5210


University of Southern California

11. McGuire, Michelle S. Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.

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

 This study was conducted to understand how teachers of gifted and talented students perceive their own knowledge of pedagogy, content, and technology based on the… (more)

Subjects/Keywords: curriculum; differentiation; gifted learners; instruction; technology integration; TPACK

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APA (6th Edition):

McGuire, M. S. (2012). Technology as a tool: uses in differentiated curriculum and instruction for gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6381

Chicago Manual of Style (16th Edition):

McGuire, Michelle S. “Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6381.

MLA Handbook (7th Edition):

McGuire, Michelle S. “Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.” 2012. Web. 10 Jul 2020.

Vancouver:

McGuire MS. Technology as a tool: uses in differentiated curriculum and instruction for gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6381.

Council of Science Editors:

McGuire MS. Technology as a tool: uses in differentiated curriculum and instruction for gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6381


University of Southern California

12. Baseri, Shelly Gabay. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.

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

 The ability of teachers to transfer what they have learned in a teacher education program to the classroom has been found by numerous researchers to… (more)

Subjects/Keywords: teacher candidates’ transfer of skills; teacher self-efficacy

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APA (6th Edition):

Baseri, S. G. (2013). The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367

Chicago Manual of Style (16th Edition):

Baseri, Shelly Gabay. “The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367.

MLA Handbook (7th Edition):

Baseri, Shelly Gabay. “The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.” 2013. Web. 10 Jul 2020.

Vancouver:

Baseri SG. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367.

Council of Science Editors:

Baseri SG. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367


University of Southern California

13. 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 10, 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. 10 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 10]. 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

14. 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 10, 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. 10 Jul 2020.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. 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

15. Plenty, Shenora Nicole. Play, read, learn: building young Black males literacy skills through an activity-based intervention.

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

 In the realm of education, there is a debate between opponents and proponents of activity‐based pedagogy as educators move beyond direct instruction to a more… (more)

Subjects/Keywords: Black males; intervention; play; reading attitudes; reading behaviors; self-efficacy

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APA (6th Edition):

Plenty, S. N. (2014). Play, read, learn: building young Black males literacy skills through an activity-based intervention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075

Chicago Manual of Style (16th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075.

MLA Handbook (7th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Web. 10 Jul 2020.

Vancouver:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075.

Council of Science Editors:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075


University of Southern California

16. Jackson, Darvin. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.

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

 English language learners (ELLs) will be faced with the challenges of demonstrating proficiency on the Common Core State Standards (CCSS) in the future. The purpose… (more)

Subjects/Keywords: professional development; instructional strategies; English language learners

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APA (6th Edition):

Jackson, D. (2015). The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6550

Chicago Manual of Style (16th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6550.

MLA Handbook (7th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Web. 10 Jul 2020.

Vancouver:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6550.

Council of Science Editors:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6550


University of Southern California

17. 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 10, 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. 10 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 10]. 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

18. Manzone, Jessica A. The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines.

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

 Despite the vast research conducted on the elements of a differentiated curriculum for gifted learners, much is still unexamined about how gifted students are transferring… (more)

Subjects/Keywords: transfer; gifted education; differentiated curriculum; depth and complexity

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APA (6th Edition):

Manzone, J. A. (2013). The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684

Chicago Manual of Style (16th Edition):

Manzone, Jessica A. “The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684.

MLA Handbook (7th Edition):

Manzone, Jessica A. “The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines.” 2013. Web. 10 Jul 2020.

Vancouver:

Manzone JA. The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684.

Council of Science Editors:

Manzone JA. The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684


University of Southern California

19. 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 10, 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. 10 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 10]. 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

20. 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 10, 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. 10 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 10]. 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

21. 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 10, 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. 10 Jul 2020.

Vancouver:

Kolberg TM. An evaluation of Urban Compass after-school program. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. 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

22. Hoctor, Marge. Identifying young gifted children.

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

 Although there is a Federal definition of gifted and talented students, there are few state policies regarding identification of and services for students in kindergarten,… (more)

Subjects/Keywords: identification; gifted; primary

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APA (6th Edition):

Hoctor, M. (2013). Identifying young gifted children. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3338

Chicago Manual of Style (16th Edition):

Hoctor, Marge. “Identifying young gifted children.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3338.

MLA Handbook (7th Edition):

Hoctor, Marge. “Identifying young gifted children.” 2013. Web. 10 Jul 2020.

Vancouver:

Hoctor M. Identifying young gifted children. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3338.

Council of Science Editors:

Hoctor M. Identifying young gifted children. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3338


University of Southern California

23. Mallory, Allyson Michelle. Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills.

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

 The purpose of this study was to examine the instructional leadership practices elementary school site principals utilized to support the transition to Common Core State… (more)

Subjects/Keywords: instructional leadership; Common Core State Standards; 21st century learning skills

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APA (6th Edition):

Mallory, A. M. (2015). Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3526

Chicago Manual of Style (16th Edition):

Mallory, Allyson Michelle. “Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3526.

MLA Handbook (7th Edition):

Mallory, Allyson Michelle. “Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills.” 2015. Web. 10 Jul 2020.

Vancouver:

Mallory AM. Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3526.

Council of Science Editors:

Mallory AM. Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3526


University of Southern California

24. 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 10, 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. 10 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 10]. 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

25. Perez, Carlos F. Providing parents the necessary resources to comprehend the common core state standards: a guide for schools.

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

 The purpose of this study is to examine the resources currently provided by schools to help parents understand the Common Core State Standards. The rationale… (more)

Subjects/Keywords: common core state standards; parents; resources

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APA (6th Edition):

Perez, C. F. (2015). Providing parents the necessary resources to comprehend the common core state standards: a guide for schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/547126/rec/5307

Chicago Manual of Style (16th Edition):

Perez, Carlos F. “Providing parents the necessary resources to comprehend the common core state standards: a guide for schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/547126/rec/5307.

MLA Handbook (7th Edition):

Perez, Carlos F. “Providing parents the necessary resources to comprehend the common core state standards: a guide for schools.” 2015. Web. 10 Jul 2020.

Vancouver:

Perez CF. Providing parents the necessary resources to comprehend the common core state standards: a guide for schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/547126/rec/5307.

Council of Science Editors:

Perez CF. Providing parents the necessary resources to comprehend the common core state standards: a guide for schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/547126/rec/5307


University of Southern California

26. 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 10, 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. 10 Jul 2020.

Vancouver:

Allphin DM. Teacher application and enactment of models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. 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

27. 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 10, 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. 10 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 10]. 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

28. 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 10, 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. 10 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 10]. 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

29. 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 10, 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. 10 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 10]. 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

30. 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 10, 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. 10 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 10]. 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

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