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You searched for +publisher:"University of Southern California" +contributor:("Keim, Robert G."). Showing records 1 – 30 of 68 total matches.

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University of Southern California

1. Park, Vickie Bin. Beliefs and perceptions of DPRK teachers of English towards CLT instruction and factors that influence program implementation.

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

 Similar to its neighboring countries of China, South Korea, and Japan, the Democratic People's Republic of Korea (DPRK) (also known as North Korea) has made… (more)

Subjects/Keywords: teacher beliefs; teacher perceptions; Communicative Language Teaching approach; CLT; Democratic People'; s Republic of Korea (DPRK); North Korea; teachers of English; Cultural Historical Activity Theory; CHAT

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

APA (6th Edition):

Park, V. B. (2012). Beliefs and perceptions of DPRK teachers of English towards CLT instruction and factors that influence program implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4934/rec/1068

Chicago Manual of Style (16th Edition):

Park, Vickie Bin. “Beliefs and perceptions of DPRK teachers of English towards CLT instruction and factors that influence program implementation.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4934/rec/1068.

MLA Handbook (7th Edition):

Park, Vickie Bin. “Beliefs and perceptions of DPRK teachers of English towards CLT instruction and factors that influence program implementation.” 2012. Web. 22 Feb 2020.

Vancouver:

Park VB. Beliefs and perceptions of DPRK teachers of English towards CLT instruction and factors that influence program implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4934/rec/1068.

Council of Science Editors:

Park VB. Beliefs and perceptions of DPRK teachers of English towards CLT instruction and factors that influence program implementation. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4934/rec/1068


University of Southern California

2. Lomeli, Cynthia Leticia. [email protected] and Latino English language learners.

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

 The purpose of this study was to further understand the perceptions of [email protected] teacher candidates and how their perceptions and previous experiences affect the educational… (more)

Subjects/Keywords: preservice teachers; English language learners; Latino students; teacher education programs; teacher perceptions; teacher beliefs; deficit thinking; [email protected] program

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APA (6th Edition):

Lomeli, C. L. (2012). [email protected] and Latino English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969

Chicago Manual of Style (16th Edition):

Lomeli, Cynthia Leticia. “[email protected] and Latino English language learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969.

MLA Handbook (7th Edition):

Lomeli, Cynthia Leticia. “[email protected] and Latino English language learners.” 2012. Web. 22 Feb 2020.

Vancouver:

Lomeli CL. [email protected] and Latino English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969.

Council of Science Editors:

Lomeli CL. [email protected] and Latino English language learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969


University of Southern California

3. Parenti, Melissa A. Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes.

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

 With the advent of and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of… (more)

Subjects/Keywords: student perceptions; distance learning; online; web-based instructional tools; asynchronous; synchronous

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APA (6th Edition):

Parenti, M. A. (2012). Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8268/rec/6142

Chicago Manual of Style (16th Edition):

Parenti, Melissa A. “Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8268/rec/6142.

MLA Handbook (7th Edition):

Parenti, Melissa A. “Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes.” 2012. Web. 22 Feb 2020.

Vancouver:

Parenti MA. Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8268/rec/6142.

Council of Science Editors:

Parenti MA. Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8268/rec/6142


University of Southern California

4. Redling, Margaret E. Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace.

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

 Learning is a complex process that occurs constantly through spontaneous moments of experience or deliberately planned training and can be affected by many factors. Most… (more)

Subjects/Keywords: informal learning; self-efficacy; learning engagement

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APA (6th Edition):

Redling, M. E. (2010). Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Redling, Margaret E. “Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace.” 2010. Thesis, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Redling, Margaret E. “Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace.” 2010. Web. 22 Feb 2020.

Vancouver:

Redling ME. Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace. [Internet] [Thesis]. University of Southern California; 2010. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Redling ME. Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pacheco, Robert J. “Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/119202/rec/930.

MLA Handbook (7th Edition):

Pacheco, Robert J. “Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college.” 2012. Web. 22 Feb 2020.

Vancouver:

Pacheco RJ. Assessing and addressing random and systematic measurement error in performance indicators of institutional effectiveness in the community college. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/119202/rec/930.

Council of Science Editors:

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


University of Southern California

6. 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/2739

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 February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2739.

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. 22 Feb 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 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2739.

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/2739


University of Southern California

7. Inman, Laurie Diane. The placement and participation of gifted African American students in advanced academic services: a case study.

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

 The underrepresentation of culturally and linguistically diverse students in gifted education has been the topic of much research in recent years, and a corresponding improvement… (more)

Subjects/Keywords: gifted African American high school students; perceptions of the high school experience for gifted African American students; representation and continued participation of gifted African American students

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APA (6th Edition):

Inman, L. D. (2010). The placement and participation of gifted African American students in advanced academic services: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080

Chicago Manual of Style (16th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080.

MLA Handbook (7th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Web. 22 Feb 2020.

Vancouver:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080.

Council of Science Editors:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080


University of Southern California

8. Horner, Marvin. Quantifying student growth: analysis of the validity of applying growth modeling to the California Standards Test.

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

 In this study, the validity of applying growth modeling to the California Standards Test (CST) in assessing schools and academic programs is evaluated. The 2001-2002… (more)

Subjects/Keywords: validity; growth model; student growth; California Standards Test; K-12; program evaluation; school evaluation; longitudinal model; value table

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APA (6th Edition):

Horner, M. (2009). Quantifying student growth: analysis of the validity of applying growth modeling to the California Standards Test. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240285/rec/5344

Chicago Manual of Style (16th Edition):

Horner, Marvin. “Quantifying student growth: analysis of the validity of applying growth modeling to the California Standards Test.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240285/rec/5344.

MLA Handbook (7th Edition):

Horner, Marvin. “Quantifying student growth: analysis of the validity of applying growth modeling to the California Standards Test.” 2009. Web. 22 Feb 2020.

Vancouver:

Horner M. Quantifying student growth: analysis of the validity of applying growth modeling to the California Standards Test. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240285/rec/5344.

Council of Science Editors:

Horner M. Quantifying student growth: analysis of the validity of applying growth modeling to the California Standards Test. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240285/rec/5344


University of Southern California

9. Guevara, Katherine C. Emerging best practices for using offline mobile phones to train English teachers in developing countries.

Degree: Doctor of Policy, Planning & Development, Policy, Planning and Development, 2015, University of Southern California

 Since mobile phone ownership and use saturate the developing world, teachers there could use their mobile phones to receive teacher training as distance education (West… (more)

Subjects/Keywords: mobile; phone; teacher; training; English; developing; development; mLearning

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APA (6th Edition):

Guevara, K. C. (2015). Emerging best practices for using offline mobile phones to train English teachers in developing countries. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/613047/rec/2301

Chicago Manual of Style (16th Edition):

Guevara, Katherine C. “Emerging best practices for using offline mobile phones to train English teachers in developing countries.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/613047/rec/2301.

MLA Handbook (7th Edition):

Guevara, Katherine C. “Emerging best practices for using offline mobile phones to train English teachers in developing countries.” 2015. Web. 22 Feb 2020.

Vancouver:

Guevara KC. Emerging best practices for using offline mobile phones to train English teachers in developing countries. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/613047/rec/2301.

Council of Science Editors:

Guevara KC. Emerging best practices for using offline mobile phones to train English teachers in developing countries. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/613047/rec/2301


University of Southern California

10. Barlow, Nathan J. The effects of accreditation on the passing rates of the California bar exam.

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

 The motivation behind this study was to add to the body of academic knowledge regarding the relationship between accreditation and student outcomes. This study contributed… (more)

Subjects/Keywords: accreditation; LSAT; UGPA; American Bar Association; ABA; Western Association of Schools and Colleges; WASC; law schools; California bar exam; California Bar Association; passing rates

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APA (6th Edition):

Barlow, N. J. (2015). The effects of accreditation on the passing rates of the California bar exam. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636

Chicago Manual of Style (16th Edition):

Barlow, Nathan J. “The effects of accreditation on the passing rates of the California bar exam.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636.

MLA Handbook (7th Edition):

Barlow, Nathan J. “The effects of accreditation on the passing rates of the California bar exam.” 2015. Web. 22 Feb 2020.

Vancouver:

Barlow NJ. The effects of accreditation on the passing rates of the California bar exam. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636.

Council of Science Editors:

Barlow NJ. The effects of accreditation on the passing rates of the California bar exam. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636


University of Southern California

11. McGovern, Jacqueline Rose. Teacher efficacy and classroom management in the primary setting.

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

 Problematic behavior is an escalating concern in schools and one of the most serious distresses of both teachers and parents. Students who display disruptive behaviors… (more)

Subjects/Keywords: efficacy; teacher efficacy; self-efficacy; primary; classroom; behavior; management; strategy; strategies; method; methods; student; students

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APA (6th Edition):

McGovern, J. R. (2015). Teacher efficacy and classroom management in the primary setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334

Chicago Manual of Style (16th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334.

MLA Handbook (7th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Web. 22 Feb 2020.

Vancouver:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334.

Council of Science Editors:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334


University of Southern California

12. Lantz, Constance E. Women, gaming and STEM majors: interest and motivation.

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

 In light of the ongoing issues of recruiting and retention of women in STEM majors, this study sought to look at this issue in relation… (more)

Subjects/Keywords: STEM; STEM career preference; STEM majors; gender bias; stereotype threat; video games; women; resiliency; interest; motivation; self‐authorship; game design

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APA (6th Edition):

Lantz, C. E. (2015). Women, gaming and STEM majors: interest and motivation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/575110/rec/7953

Chicago Manual of Style (16th Edition):

Lantz, Constance E. “Women, gaming and STEM majors: interest and motivation.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/575110/rec/7953.

MLA Handbook (7th Edition):

Lantz, Constance E. “Women, gaming and STEM majors: interest and motivation.” 2015. Web. 22 Feb 2020.

Vancouver:

Lantz CE. Women, gaming and STEM majors: interest and motivation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/575110/rec/7953.

Council of Science Editors:

Lantz CE. Women, gaming and STEM majors: interest and motivation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/575110/rec/7953


University of Southern California

13. Dodds, Kimberly M. Effects of the prompts of depth and complexity on gifted and non-gifted students.

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

 This study was conducted to understand how the prompts of depth and complexity affect gifted and non-gifted student understanding across the disciplines and was performed… (more)

Subjects/Keywords: depth; complexity; depth and complexity; differentiation; spillover effect; gifted education; curriculum; gifted and non-gifted students

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APA (6th Edition):

Dodds, K. M. (2010). Effects of the prompts of depth and complexity on gifted and non-gifted students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/354383/rec/2235

Chicago Manual of Style (16th Edition):

Dodds, Kimberly M. “Effects of the prompts of depth and complexity on gifted and non-gifted students.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/354383/rec/2235.

MLA Handbook (7th Edition):

Dodds, Kimberly M. “Effects of the prompts of depth and complexity on gifted and non-gifted students.” 2010. Web. 22 Feb 2020.

Vancouver:

Dodds KM. Effects of the prompts of depth and complexity on gifted and non-gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/354383/rec/2235.

Council of Science Editors:

Dodds KM. Effects of the prompts of depth and complexity on gifted and non-gifted students. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/354383/rec/2235


University of Southern California

14. Shim, Holly S. A study of the perceived value placed on the national accreditation of teacher and educator training programs in American colleges.

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

 Literature reveals that accreditation in the United States (U.S.) is a vital component of accountability to the higher education community. However, there is limited research… (more)

Subjects/Keywords: national accreditation; costs and benefits; administrative staff; faculty; higher education; status and prestige; graduation rates; financial aid

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APA (6th Edition):

Shim, H. S. (2012). A study of the perceived value placed on the national accreditation of teacher and educator training programs in American colleges. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203349/rec/410

Chicago Manual of Style (16th Edition):

Shim, Holly S. “A study of the perceived value placed on the national accreditation of teacher and educator training programs in American colleges.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203349/rec/410.

MLA Handbook (7th Edition):

Shim, Holly S. “A study of the perceived value placed on the national accreditation of teacher and educator training programs in American colleges.” 2012. Web. 22 Feb 2020.

Vancouver:

Shim HS. A study of the perceived value placed on the national accreditation of teacher and educator training programs in American colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203349/rec/410.

Council of Science Editors:

Shim HS. A study of the perceived value placed on the national accreditation of teacher and educator training programs in American colleges. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203349/rec/410


University of Southern California

15. Muhtadi, Dalal J. The benefits and costs of accreditation of undergraduate medical education programs leading to the MD degree in the United States and its territories.

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

 This study assessed the value of accreditation of all 126 fully-accredited four-year undergraduate medical education programs leading to the MD degree in the US through… (more)

Subjects/Keywords: accreditation; higher education; medical schools; value of accreditation; benefits of accreditation; costs of accreditation; LCME; USA

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APA (6th Edition):

Muhtadi, D. J. (2013). The benefits and costs of accreditation of undergraduate medical education programs leading to the MD degree in the United States and its territories. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/316123/rec/6451

Chicago Manual of Style (16th Edition):

Muhtadi, Dalal J. “The benefits and costs of accreditation of undergraduate medical education programs leading to the MD degree in the United States and its territories.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/316123/rec/6451.

MLA Handbook (7th Edition):

Muhtadi, Dalal J. “The benefits and costs of accreditation of undergraduate medical education programs leading to the MD degree in the United States and its territories.” 2013. Web. 22 Feb 2020.

Vancouver:

Muhtadi DJ. The benefits and costs of accreditation of undergraduate medical education programs leading to the MD degree in the United States and its territories. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/316123/rec/6451.

Council of Science Editors:

Muhtadi DJ. The benefits and costs of accreditation of undergraduate medical education programs leading to the MD degree in the United States and its territories. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/316123/rec/6451


University of Southern California

16. McCord, Paige McGinty. The influence of teacher characteristics on preference for models of teaching.

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

 The present study sought to uncover relationships between the personal characteristics of teachers and their preferences for models of teaching. A purposeful sample included 12… (more)

Subjects/Keywords: teacher characteristics; teacher preference; models of teaching; pedagogy; gifted; gifted education; teachers of gifted

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APA (6th Edition):

McCord, P. M. (2010). The influence of teacher characteristics on preference for models of teaching. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313266/rec/6889

Chicago Manual of Style (16th Edition):

McCord, Paige McGinty. “The influence of teacher characteristics on preference for models of teaching.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313266/rec/6889.

MLA Handbook (7th Edition):

McCord, Paige McGinty. “The influence of teacher characteristics on preference for models of teaching.” 2010. Web. 22 Feb 2020.

Vancouver:

McCord PM. The influence of teacher characteristics on preference for models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313266/rec/6889.

Council of Science Editors:

McCord PM. The influence of teacher characteristics on preference for models of teaching. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313266/rec/6889


University of Southern California

17. Shih, Winyuan. Learning outcomes assessment at American Library Association accredited master's programs in library and information studies.

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

 There is an increasing emphasis on learning outcomes assessment in the accreditation process in higher education in general and in library education specifically. This mixed… (more)

Subjects/Keywords: learning outcomes assessment; American Library Association; master'; s programs in library and information studies; accreditation; higher education; library education - United States; library education - Canada; librarians; certification - United States; library schools accreditation - United States

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APA (6th Edition):

Shih, W. (2015). Learning outcomes assessment at American Library Association accredited master's programs in library and information studies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561362/rec/3782

Chicago Manual of Style (16th Edition):

Shih, Winyuan. “Learning outcomes assessment at American Library Association accredited master's programs in library and information studies.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561362/rec/3782.

MLA Handbook (7th Edition):

Shih, Winyuan. “Learning outcomes assessment at American Library Association accredited master's programs in library and information studies.” 2015. Web. 22 Feb 2020.

Vancouver:

Shih W. Learning outcomes assessment at American Library Association accredited master's programs in library and information studies. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561362/rec/3782.

Council of Science Editors:

Shih W. Learning outcomes assessment at American Library Association accredited master's programs in library and information studies. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561362/rec/3782


University of Southern California

18. Richardson, Jill Kathryn. An evaluation of nursing program administrator perspectives on national nursing education accreditation.

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

 This study evaluates nursing school administrator perspectives on national nursing education accreditation and their quality standards, such as first-time National Council Licensing Exam for Registered… (more)

Subjects/Keywords: nursing education; nursing education accreditation; board of nursing; National Council Licensing Exam; NCLEX

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APA (6th Edition):

Richardson, J. K. (2015). An evaluation of nursing program administrator perspectives on national nursing education accreditation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710

Chicago Manual of Style (16th Edition):

Richardson, Jill Kathryn. “An evaluation of nursing program administrator perspectives on national nursing education accreditation.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710.

MLA Handbook (7th Edition):

Richardson, Jill Kathryn. “An evaluation of nursing program administrator perspectives on national nursing education accreditation.” 2015. Web. 22 Feb 2020.

Vancouver:

Richardson JK. An evaluation of nursing program administrator perspectives on national nursing education accreditation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710.

Council of Science Editors:

Richardson JK. An evaluation of nursing program administrator perspectives on national nursing education accreditation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710


University of Southern California

19. Hall, John Robert, III. The efficacy of regional accreditation compared to direct public regulation of post-seconadary institutions in the United States.

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

 Accreditation has been the primary regulatory model for higher education in the United States since the 19th century. As the federal government became more involved… (more)

Subjects/Keywords: higher education; regulation; accreditation

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APA (6th Edition):

Hall, John Robert, I. (2012). The efficacy of regional accreditation compared to direct public regulation of post-seconadary institutions in the United States. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43468/rec/6672

Chicago Manual of Style (16th Edition):

Hall, John Robert, III. “The efficacy of regional accreditation compared to direct public regulation of post-seconadary institutions in the United States.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43468/rec/6672.

MLA Handbook (7th Edition):

Hall, John Robert, III. “The efficacy of regional accreditation compared to direct public regulation of post-seconadary institutions in the United States.” 2012. Web. 22 Feb 2020.

Vancouver:

Hall, John Robert I. The efficacy of regional accreditation compared to direct public regulation of post-seconadary institutions in the United States. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43468/rec/6672.

Council of Science Editors:

Hall, John Robert I. The efficacy of regional accreditation compared to direct public regulation of post-seconadary institutions in the United States. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43468/rec/6672


University of Southern California

20. Dimapindan, Benedict de la Merced. Priorities and practices: a mixed methods study of journalism accreditation.

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

 This mixed methods study focused on the curriculum, learning assessments, and student outcomes (job placement, graduation, and retention rates) at undergraduate journalism programs. The goal… (more)

Subjects/Keywords: accreditation; journalism; education; curriculum; learning assessments; student outcomes

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APA (6th Edition):

Dimapindan, B. d. l. M. (2015). Priorities and practices: a mixed methods study of journalism accreditation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224

Chicago Manual of Style (16th Edition):

Dimapindan, Benedict de la Merced. “Priorities and practices: a mixed methods study of journalism accreditation.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224.

MLA Handbook (7th Edition):

Dimapindan, Benedict de la Merced. “Priorities and practices: a mixed methods study of journalism accreditation.” 2015. Web. 22 Feb 2020.

Vancouver:

Dimapindan BdlM. Priorities and practices: a mixed methods study of journalism accreditation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224.

Council of Science Editors:

Dimapindan BdlM. Priorities and practices: a mixed methods study of journalism accreditation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224


University of Southern California

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

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

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

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

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APA (6th Edition):

Pardamean, B. (2013). Problem-based learning in a dental school: measuring change in students' critical thinking skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5240

Chicago Manual of Style (16th Edition):

Pardamean, Bens. “Problem-based learning in a dental school: measuring change in students' critical thinking skills.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5240.

MLA Handbook (7th Edition):

Pardamean, Bens. “Problem-based learning in a dental school: measuring change in students' critical thinking skills.” 2013. Web. 22 Feb 2020.

Vancouver:

Pardamean B. Problem-based learning in a dental school: measuring change in students' critical thinking skills. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5240.

Council of Science Editors:

Pardamean B. Problem-based learning in a dental school: measuring change in students' critical thinking skills. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/559355/rec/5240


University of Southern California

22. Havens, Kathryn L. Whole body mechanics of running turn maneuvers: relationship to injury and performance.

Degree: PhD, Biokinesiology, 2013, University of Southern California

 Anterior cruciate ligament (ACL) injuries are serious knee joint injuries that often occur during cutting, or running turn maneuvers. These maneuvers are frequently performed in… (more)

Subjects/Keywords: anterior cruciage ligament; ACL injury; cutting; sports performance; agility; turning; center of mass; postural control; anticipatory postural adjustments; running; whole body; biomechanics; maneuverability; injury prevention; knee loading

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APA (6th Edition):

Havens, K. L. (2013). Whole body mechanics of running turn maneuvers: relationship to injury and performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/307838/rec/7923

Chicago Manual of Style (16th Edition):

Havens, Kathryn L. “Whole body mechanics of running turn maneuvers: relationship to injury and performance.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/307838/rec/7923.

MLA Handbook (7th Edition):

Havens, Kathryn L. “Whole body mechanics of running turn maneuvers: relationship to injury and performance.” 2013. Web. 22 Feb 2020.

Vancouver:

Havens KL. Whole body mechanics of running turn maneuvers: relationship to injury and performance. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/307838/rec/7923.

Council of Science Editors:

Havens KL. Whole body mechanics of running turn maneuvers: relationship to injury and performance. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/307838/rec/7923


University of Southern California

23. Saloun, Nicole Karolina. Learning tactic use among middle school students with and without ADHD in an online environment.

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

 This study uses the operationalization of self‐regulated learning “as an event” to analyze the frequency and type of learning strategy use among students with and… (more)

Subjects/Keywords: ADHD; self‐regulated learning; learning strategies; educational technology; learning tactics; middle school; self‐regulation; study strategies; self‐monitoring; self‐report

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APA (6th Edition):

Saloun, N. K. (2015). Learning tactic use among middle school students with and without ADHD in an online environment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786

Chicago Manual of Style (16th Edition):

Saloun, Nicole Karolina. “Learning tactic use among middle school students with and without ADHD in an online environment.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786.

MLA Handbook (7th Edition):

Saloun, Nicole Karolina. “Learning tactic use among middle school students with and without ADHD in an online environment.” 2015. Web. 22 Feb 2020.

Vancouver:

Saloun NK. Learning tactic use among middle school students with and without ADHD in an online environment. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786.

Council of Science Editors:

Saloun NK. Learning tactic use among middle school students with and without ADHD in an online environment. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786


University of Southern California

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

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/6666

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 February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6666.

MLA Handbook (7th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Web. 22 Feb 2020.

Vancouver:

Krogh J. The effects of the models of teaching on student learning. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6666.

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/6666


University of Southern California

25. Kinley, Deborah Hall. Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation.

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

 Accreditation in higher education is a kind of quality assurance instrument: a formal recognition by an external group of the maintenance of a certain minimum… (more)

Subjects/Keywords: accreditation; leadership; community college; accrediting commission; sanction

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APA (6th Edition):

Kinley, D. H. (2015). Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014

Chicago Manual of Style (16th Edition):

Kinley, Deborah Hall. “Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014.

MLA Handbook (7th Edition):

Kinley, Deborah Hall. “Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation.” 2015. Web. 22 Feb 2020.

Vancouver:

Kinley DH. Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014.

Council of Science Editors:

Kinley DH. Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Betancourt Lopez, Ilder Andres. “PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158.

MLA Handbook (7th Edition):

Betancourt Lopez, Ilder Andres. “PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.” 2014. Web. 22 Feb 2020.

Vancouver:

Betancourt Lopez IA. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158.

Council of Science Editors:

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


University of Southern California

27. 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/4155

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 February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 22 Feb 2020.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

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/4155


University of Southern California

28. Hroch, Amber Michelle. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.

Degree: MEd, Postsecondary Administration and Student Affairs, 2011, University of Southern California

 This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields… (more)

Subjects/Keywords: academic success; women; science; engineering; mathematics

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APA (6th Edition):

Hroch, A. M. (2011). A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hroch, Amber Michelle. “A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.” 2011. Thesis, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hroch, Amber Michelle. “A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.” 2011. Web. 22 Feb 2020.

Vancouver:

Hroch AM. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. [Internet] [Thesis]. University of Southern California; 2011. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hroch AM. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jones, Josephine. “Input-adjusted transfer scores as an accountability model for California community colleges.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3506.

MLA Handbook (7th Edition):

Jones, Josephine. “Input-adjusted transfer scores as an accountability model for California community colleges.” 2015. Web. 22 Feb 2020.

Vancouver:

Jones J. Input-adjusted transfer scores as an accountability model for California community colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/569117/rec/3506.

Council of Science Editors:

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


University of Southern California

30. Marshall, Wendy. University ready: examining the relationships between social capital and an online college access program.

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

 Despite aspirations of college enrollment, low-income and minority students face great obstacles in reaching their college dreams. Prior research indicates that college enrollment relates to… (more)

Subjects/Keywords: college access; social capital; parent involvement; college pipeline; online program; online college access program

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Marshall, W. (2012). University ready: examining the relationships between social capital and an online college access program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7690

Chicago Manual of Style (16th Edition):

Marshall, Wendy. “University ready: examining the relationships between social capital and an online college access program.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7690.

MLA Handbook (7th Edition):

Marshall, Wendy. “University ready: examining the relationships between social capital and an online college access program.” 2012. Web. 22 Feb 2020.

Vancouver:

Marshall W. University ready: examining the relationships between social capital and an online college access program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7690.

Council of Science Editors:

Marshall W. University ready: examining the relationships between social capital and an online college access program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7690

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