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You searched for +publisher:"University of Southern California" +contributor:("Kezar, Adrianna"). Showing records 1 – 30 of 46 total matches.

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University of Southern California

1. Nelson, Kelly Anne. Leadership development in student affairs graduate preparatory programs.

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

 As colleges and universities increase in complexity, so do the leadership demands of student affairs professionals. Today, entry-level professionals are expected to be competent leaders.… (more)

Subjects/Keywords: graduate programs; leadership; leadership development; professional preparation; student affairs; student affairs graduate programs

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APA (6th Edition):

Nelson, K. A. (2010). Leadership development in student affairs graduate preparatory programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/420107/rec/3759

Chicago Manual of Style (16th Edition):

Nelson, Kelly Anne. “Leadership development in student affairs graduate preparatory programs.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/420107/rec/3759.

MLA Handbook (7th Edition):

Nelson, Kelly Anne. “Leadership development in student affairs graduate preparatory programs.” 2010. Web. 22 May 2019.

Vancouver:

Nelson KA. Leadership development in student affairs graduate preparatory programs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/420107/rec/3759.

Council of Science Editors:

Nelson KA. Leadership development in student affairs graduate preparatory programs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/420107/rec/3759


University of Southern California

2. Reille, Audrey. Balancing the pros and cons of a new community college "grow-your-own" leadership program.

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

 This study examines how a community college can create an in-house leadership program to “grow their own” leaders, in response to a nationwide shortage of… (more)

Subjects/Keywords: community college; leadership development; in-house training

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APA (6th Edition):

Reille, A. (2009). Balancing the pros and cons of a new community college "grow-your-own" leadership program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/572244/rec/1024

Chicago Manual of Style (16th Edition):

Reille, Audrey. “Balancing the pros and cons of a new community college "grow-your-own" leadership program.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/572244/rec/1024.

MLA Handbook (7th Edition):

Reille, Audrey. “Balancing the pros and cons of a new community college "grow-your-own" leadership program.” 2009. Web. 22 May 2019.

Vancouver:

Reille A. Balancing the pros and cons of a new community college "grow-your-own" leadership program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/572244/rec/1024.

Council of Science Editors:

Reille A. Balancing the pros and cons of a new community college "grow-your-own" leadership program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/572244/rec/1024


University of Southern California

3. Zacharda, Christopher Sean. How peer leadership impacts hazing in the arena of non-revenue generating college athletics.

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

 Amidst all of the prestige and tradition of college athletics, there exists an ugly underside of hazing. Hazing, generally defined as any forced act that… (more)

Subjects/Keywords: athletics; college; university; hazing; team captains; peer leadership; aquatic sports

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APA (6th Edition):

Zacharda, C. S. (2009). How peer leadership impacts hazing in the arena of non-revenue generating college athletics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571521/rec/3250

Chicago Manual of Style (16th Edition):

Zacharda, Christopher Sean. “How peer leadership impacts hazing in the arena of non-revenue generating college athletics.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571521/rec/3250.

MLA Handbook (7th Edition):

Zacharda, Christopher Sean. “How peer leadership impacts hazing in the arena of non-revenue generating college athletics.” 2009. Web. 22 May 2019.

Vancouver:

Zacharda CS. How peer leadership impacts hazing in the arena of non-revenue generating college athletics. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571521/rec/3250.

Council of Science Editors:

Zacharda CS. How peer leadership impacts hazing in the arena of non-revenue generating college athletics. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571521/rec/3250


University of Southern California

4. Coye, Lillian. The work identity of full‐time non‐tenure‐track faculty at a four year research university.

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

 In a 2010 report, the American Federation of Teachers (AFT) found that full‐time non‐tenure track faculty (NTTF) made up two‐thirds of all faculty appointments in… (more)

Subjects/Keywords: work identity; full‐time-non‐tenure; non‐tenure‐track faculty; NTTF

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APA (6th Edition):

Coye, L. (2014). The work identity of full‐time non‐tenure‐track faculty at a four year research university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443445/rec/7405

Chicago Manual of Style (16th Edition):

Coye, Lillian. “The work identity of full‐time non‐tenure‐track faculty at a four year research university.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443445/rec/7405.

MLA Handbook (7th Edition):

Coye, Lillian. “The work identity of full‐time non‐tenure‐track faculty at a four year research university.” 2014. Web. 22 May 2019.

Vancouver:

Coye L. The work identity of full‐time non‐tenure‐track faculty at a four year research university. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443445/rec/7405.

Council of Science Editors:

Coye L. The work identity of full‐time non‐tenure‐track faculty at a four year research university. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443445/rec/7405


University of Southern California

5. Castillo, Carolina. Community college transfer student involvement experiences at a selective, private four-year university.

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

 This dissertation tested the constructs of academic and social involvement and adjustment on grades as a pathway to explain community college transfer student experiences beyond… (more)

Subjects/Keywords: community college transfer; higher education; latino community college student

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APA (6th Edition):

Castillo, C. (2011). Community college transfer student involvement experiences at a selective, private four-year university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/193565/rec/1477

Chicago Manual of Style (16th Edition):

Castillo, Carolina. “Community college transfer student involvement experiences at a selective, private four-year university.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/193565/rec/1477.

MLA Handbook (7th Edition):

Castillo, Carolina. “Community college transfer student involvement experiences at a selective, private four-year university.” 2011. Web. 22 May 2019.

Vancouver:

Castillo C. Community college transfer student involvement experiences at a selective, private four-year university. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/193565/rec/1477.

Council of Science Editors:

Castillo C. Community college transfer student involvement experiences at a selective, private four-year university. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/193565/rec/1477


University of Southern California

6. Ashe, Susan Elizabeth. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.

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

 This study explored the effect race has on the daily work of white student affairs professionals, how invested participants feel in being multiculturally competent, and… (more)

Subjects/Keywords: whiteness; student affairs; multicultural competency; white privilege; color-blindess; white racial identity development; racial awareness; higher education

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APA (6th Edition):

Ashe, S. E. (2012). Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916

Chicago Manual of Style (16th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916.

MLA Handbook (7th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Web. 22 May 2019.

Vancouver:

Ashe SE. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916.

Council of Science Editors:

Ashe SE. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916


University of Southern California

7. DeMark, Rocke. The relationship between academic capitalism and student culture at two four-year higher education institutions.

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

 The current literature pertaining to US News & World Report college rankings mainly focuses on the effects they have on prospective college students but ignores… (more)

Subjects/Keywords: academic capitalism; student culture; rankings; college rankings; us news &; world report; capitalism; higher education

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APA (6th Edition):

DeMark, R. (2011). The relationship between academic capitalism and student culture at two four-year higher education institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617759/rec/7134

Chicago Manual of Style (16th Edition):

DeMark, Rocke. “The relationship between academic capitalism and student culture at two four-year higher education institutions.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617759/rec/7134.

MLA Handbook (7th Edition):

DeMark, Rocke. “The relationship between academic capitalism and student culture at two four-year higher education institutions.” 2011. Web. 22 May 2019.

Vancouver:

DeMark R. The relationship between academic capitalism and student culture at two four-year higher education institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617759/rec/7134.

Council of Science Editors:

DeMark R. The relationship between academic capitalism and student culture at two four-year higher education institutions. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617759/rec/7134


University of Southern California

8. Ramirez, Sergio Ernesto. Gay student leaders: a narrative analysis on how lesbian and gay college students develop self-efficacy towards a leadership identity.

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

 This dissertation focuses on how gay and lesbian students construct a leadership identity. Lesbians and gays have long stood in the shadows of their heterosexual… (more)

Subjects/Keywords: lesbian; gay; student leader

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APA (6th Edition):

Ramirez, S. E. (2013). Gay student leaders: a narrative analysis on how lesbian and gay college students develop self-efficacy towards a leadership identity. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/254073/rec/2964

Chicago Manual of Style (16th Edition):

Ramirez, Sergio Ernesto. “Gay student leaders: a narrative analysis on how lesbian and gay college students develop self-efficacy towards a leadership identity.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/254073/rec/2964.

MLA Handbook (7th Edition):

Ramirez, Sergio Ernesto. “Gay student leaders: a narrative analysis on how lesbian and gay college students develop self-efficacy towards a leadership identity.” 2013. Web. 22 May 2019.

Vancouver:

Ramirez SE. Gay student leaders: a narrative analysis on how lesbian and gay college students develop self-efficacy towards a leadership identity. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/254073/rec/2964.

Council of Science Editors:

Ramirez SE. Gay student leaders: a narrative analysis on how lesbian and gay college students develop self-efficacy towards a leadership identity. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/254073/rec/2964


University of Southern California

9. Contreras-McGavin, Melissa. Racing? to transform colleges and universities: an institutional case study of race-related organizational change in higher education.

Degree: PhD, Education (Policy, Planning & Administration), 2009, University of Southern California

 For more than four decades, efforts have been made to address persistent racial inequalities in American higher education. In fact, many colleges and universities treat… (more)

Subjects/Keywords: race; diversity; organizational change; higher education; critical race theory

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APA (6th Edition):

Contreras-McGavin, M. (2009). Racing? to transform colleges and universities: an institutional case study of race-related organizational change in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/212631/rec/5383

Chicago Manual of Style (16th Edition):

Contreras-McGavin, Melissa. “Racing? to transform colleges and universities: an institutional case study of race-related organizational change in higher education.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/212631/rec/5383.

MLA Handbook (7th Edition):

Contreras-McGavin, Melissa. “Racing? to transform colleges and universities: an institutional case study of race-related organizational change in higher education.” 2009. Web. 22 May 2019.

Vancouver:

Contreras-McGavin M. Racing? to transform colleges and universities: an institutional case study of race-related organizational change in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/212631/rec/5383.

Council of Science Editors:

Contreras-McGavin M. Racing? to transform colleges and universities: an institutional case study of race-related organizational change in higher education. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/212631/rec/5383


University of Southern California

10. Zhou, Ji. Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university.

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

 This dissertation examines the extent to which demands of accountability and prestige from various sources—the state, the market, the corporation, the Confucian family, and the… (more)

Subjects/Keywords: accountability; prestige; organizational change; decoupling; recoupling; Chinese higher education

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APA (6th Edition):

Zhou, J. (2014). Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473

Chicago Manual of Style (16th Edition):

Zhou, Ji. “Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473.

MLA Handbook (7th Edition):

Zhou, Ji. “Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university.” 2014. Web. 22 May 2019.

Vancouver:

Zhou J. Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473.

Council of Science Editors:

Zhou J. Accountability and the changing academic profession: interacting logics, decoupling and recoupling processes at a Chinese research university. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/437633/rec/473


University of Southern California

11. Montes, Roberto C. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.

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

 The purpose of this ethnographic study was to better understand the nature of student-faculty interactions particularly between Latino/a students and part-time non-tenure track faculty (NTTF)… (more)

Subjects/Keywords: student-faculty interactions; Latino and Latina college students; urban community college; non-tenure track faculty; gatekeeper math courses; social learning theory; psychosociocultural model; part-time contingent faculty; ethnography; Hispanic serving institutions; culturally responsive teaching; advancement of Latinos/as in higher education

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APA (6th Edition):

Montes, R. C. (2014). How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233

Chicago Manual of Style (16th Edition):

Montes, Roberto C. “How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233.

MLA Handbook (7th Edition):

Montes, Roberto C. “How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.” 2014. Web. 22 May 2019.

Vancouver:

Montes RC. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233.

Council of Science Editors:

Montes RC. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233


University of Southern California

12. Espinoza, Ana Corina Soto. The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.

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

 The purpose of this study is to examine how a communities, K-12 schools, and universities can co-construct partnerships in the first year of formation in… (more)

Subjects/Keywords: partnerships; learner identity; adult agents; urban youth

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APA (6th Edition):

Espinoza, A. C. S. (2009). The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200

Chicago Manual of Style (16th Edition):

Espinoza, Ana Corina Soto. “The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200.

MLA Handbook (7th Edition):

Espinoza, Ana Corina Soto. “The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.” 2009. Web. 22 May 2019.

Vancouver:

Espinoza ACS. The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200.

Council of Science Editors:

Espinoza ACS. The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200


University of Southern California

13. Rypisi, Candace. A feminist model of institutional transformation: a case study of one campus-based women's center.

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

 Over the past twenty years, women have made tremendous gains in accessing higher education, especially at the undergraduate level. However, this alone does not mean… (more)

Subjects/Keywords: educational leadership; women'; s center; institutional transformation

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APA (6th Edition):

Rypisi, C. (2015). A feminist model of institutional transformation: a case study of one campus-based women's center. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/524261/rec/180

Chicago Manual of Style (16th Edition):

Rypisi, Candace. “A feminist model of institutional transformation: a case study of one campus-based women's center.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/524261/rec/180.

MLA Handbook (7th Edition):

Rypisi, Candace. “A feminist model of institutional transformation: a case study of one campus-based women's center.” 2015. Web. 22 May 2019.

Vancouver:

Rypisi C. A feminist model of institutional transformation: a case study of one campus-based women's center. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/524261/rec/180.

Council of Science Editors:

Rypisi C. A feminist model of institutional transformation: a case study of one campus-based women's center. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/524261/rec/180


University of Southern California

14. Larabee, Heather. Exploring the gender imbalance within student involvement and leadership development.

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

 The purpose of this applied research study is to explore, describe and analyze the gender imbalance phenomenon at colleges and universities. More specifically, the manner… (more)

Subjects/Keywords: gender; student invovlement; leadership development

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APA (6th Edition):

Larabee, H. (2009). Exploring the gender imbalance within student involvement and leadership development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544944/rec/2667

Chicago Manual of Style (16th Edition):

Larabee, Heather. “Exploring the gender imbalance within student involvement and leadership development.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544944/rec/2667.

MLA Handbook (7th Edition):

Larabee, Heather. “Exploring the gender imbalance within student involvement and leadership development.” 2009. Web. 22 May 2019.

Vancouver:

Larabee H. Exploring the gender imbalance within student involvement and leadership development. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544944/rec/2667.

Council of Science Editors:

Larabee H. Exploring the gender imbalance within student involvement and leadership development. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544944/rec/2667


University of Southern California

15. Pijuan, Annette Marie. Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making.

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

 The purpose of this qualitative study was to develop an understanding of the perceptions of various stakeholders regarding the inclusion and participation of full-time, non-tenure-track… (more)

Subjects/Keywords: full-time non-tenure-track faculty; ghovernance; decision making; higher education

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APA (6th Edition):

Pijuan, A. M. (2012). Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43980/rec/4933

Chicago Manual of Style (16th Edition):

Pijuan, Annette Marie. “Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43980/rec/4933.

MLA Handbook (7th Edition):

Pijuan, Annette Marie. “Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making.” 2012. Web. 22 May 2019.

Vancouver:

Pijuan AM. Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43980/rec/4933.

Council of Science Editors:

Pijuan AM. Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/43980/rec/4933


University of Southern California

16. Kennedy, Brianna Lynn. Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school.

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

 Due to the increasing number of violent incidents on school campuses, zero tolerance policies have proliferated among school districts across the United States. These policies… (more)

Subjects/Keywords: teaching practice; sociology of education; community day schools; school discipline; policy implementation; alternative education; early adolescence

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APA (6th Edition):

Kennedy, B. L. (2009). Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/188679/rec/2334

Chicago Manual of Style (16th Edition):

Kennedy, Brianna Lynn. “Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/188679/rec/2334.

MLA Handbook (7th Edition):

Kennedy, Brianna Lynn. “Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school.” 2009. Web. 22 May 2019.

Vancouver:

Kennedy BL. Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/188679/rec/2334.

Council of Science Editors:

Kennedy BL. Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/188679/rec/2334


University of Southern California

17. Yeung, Michelle F. Equitable choices in higher education: investigation of an equity-based faculty search committee development program.

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

 The problem of campus diversity not being representative of its local populations has been a topical issue since Brown v. Board of Education (1954) desegregated… (more)

Subjects/Keywords: diversity; equity; higher education; hiring; search committee; faculty search committee

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APA (6th Edition):

Yeung, M. F. (2009). Equitable choices in higher education: investigation of an equity-based faculty search committee development program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414

Chicago Manual of Style (16th Edition):

Yeung, Michelle F. “Equitable choices in higher education: investigation of an equity-based faculty search committee development program.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414.

MLA Handbook (7th Edition):

Yeung, Michelle F. “Equitable choices in higher education: investigation of an equity-based faculty search committee development program.” 2009. Web. 22 May 2019.

Vancouver:

Yeung MF. Equitable choices in higher education: investigation of an equity-based faculty search committee development program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414.

Council of Science Editors:

Yeung MF. Equitable choices in higher education: investigation of an equity-based faculty search committee development program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414


University of Southern California

18. Alcántara, Ryan Edward. A learning model of policy implementation: implementing technology in response to policy requirements.

Degree: PhD, Public Administration, 2009, University of Southern California

 This study integrates organizational learning and change theory into a learning model of policy implementation. This is an exploratory study of technology implementation with descriptive… (more)

Subjects/Keywords: higher education; implementation studies; organizational learning; policy implementation; public policy; technology policy

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APA (6th Edition):

Alcántara, R. E. (2009). A learning model of policy implementation: implementing technology in response to policy requirements. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230323/rec/225

Chicago Manual of Style (16th Edition):

Alcántara, Ryan Edward. “A learning model of policy implementation: implementing technology in response to policy requirements.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230323/rec/225.

MLA Handbook (7th Edition):

Alcántara, Ryan Edward. “A learning model of policy implementation: implementing technology in response to policy requirements.” 2009. Web. 22 May 2019.

Vancouver:

Alcántara RE. A learning model of policy implementation: implementing technology in response to policy requirements. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230323/rec/225.

Council of Science Editors:

Alcántara RE. A learning model of policy implementation: implementing technology in response to policy requirements. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/230323/rec/225


University of Southern California

19. Allen, Veronica Vazquez. Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach.

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

 Two thirds of the instructors at community colleges are part-time non-tenure track faculty. The growth of non-tenure track faculty in higher education has been documented… (more)

Subjects/Keywords: part-time non-tenure track faculty; adjuncts; community college; motivation; governance; departmental governance; higher education

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APA (6th Edition):

Allen, V. V. (2014). Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4931

Chicago Manual of Style (16th Edition):

Allen, Veronica Vazquez. “Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4931.

MLA Handbook (7th Edition):

Allen, Veronica Vazquez. “Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach.” 2014. Web. 22 May 2019.

Vancouver:

Allen VV. Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4931.

Council of Science Editors:

Allen VV. Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4931


University of Southern California

20. Meadows, Farah Melissa. No student leader left behind: developing student leadership programs for marginalized students in secondary schools.

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

 The purpose of this study was twofold. First, it sought to add to the body of research and literature on youth leadership development in secondary… (more)

Subjects/Keywords: leadership; youth development; youth leadership development

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APA (6th Edition):

Meadows, F. M. (2012). No student leader left behind: developing student leadership programs for marginalized students in secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

Chicago Manual of Style (16th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

MLA Handbook (7th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Web. 22 May 2019.

Vancouver:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

Council of Science Editors:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418


University of Southern California

21. Jaimes, Ingrid J. Distributed leadership practices in schools: effect on the development of teacher leadership - a case study.

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

 This is a qualitative case study of two suburban elementary schools that have experienced consistent student achievement over the past few years, as evidenced by… (more)

Subjects/Keywords: distributed leadership; teacher leadership; new school leadership; school leadership models

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APA (6th Edition):

Jaimes, I. J. (2009). Distributed leadership practices in schools: effect on the development of teacher leadership - a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/181409/rec/2048

Chicago Manual of Style (16th Edition):

Jaimes, Ingrid J. “Distributed leadership practices in schools: effect on the development of teacher leadership - a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/181409/rec/2048.

MLA Handbook (7th Edition):

Jaimes, Ingrid J. “Distributed leadership practices in schools: effect on the development of teacher leadership - a case study.” 2009. Web. 22 May 2019.

Vancouver:

Jaimes IJ. Distributed leadership practices in schools: effect on the development of teacher leadership - a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/181409/rec/2048.

Council of Science Editors:

Jaimes IJ. Distributed leadership practices in schools: effect on the development of teacher leadership - a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/181409/rec/2048


University of Southern California

22. Carmichael, Karen Y. Plugging the leaky pipeline: how academic deans support the persistence of underrepresented minority students in science and mathematics.

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

 Traditionally, white males have filled science, technology, engineering, and mathematics (STEM) workforce needs. Demographic projections indicating that the number of white males in the population… (more)

Subjects/Keywords: deans; persistence; underrepresented minority; STEM

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APA (6th Edition):

Carmichael, K. Y. (2009). Plugging the leaky pipeline: how academic deans support the persistence of underrepresented minority students in science and mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/504566/rec/5089

Chicago Manual of Style (16th Edition):

Carmichael, Karen Y. “Plugging the leaky pipeline: how academic deans support the persistence of underrepresented minority students in science and mathematics.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/504566/rec/5089.

MLA Handbook (7th Edition):

Carmichael, Karen Y. “Plugging the leaky pipeline: how academic deans support the persistence of underrepresented minority students in science and mathematics.” 2009. Web. 22 May 2019.

Vancouver:

Carmichael KY. Plugging the leaky pipeline: how academic deans support the persistence of underrepresented minority students in science and mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/504566/rec/5089.

Council of Science Editors:

Carmichael KY. Plugging the leaky pipeline: how academic deans support the persistence of underrepresented minority students in science and mathematics. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/504566/rec/5089


University of Southern California

23. Rall, Raquel Monique. Assuming the trusteeship: studying the influence of learning and preparation on the decision-making practices of members of public multicampus boards of higher education.

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

 This dissertation presents a framework for understanding the related aspects of socialization and decision making of trustees of public multicampus systems of higher education in… (more)

Subjects/Keywords: socialization; trustee boards; systems of higher education; social cognitive theory

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APA (6th Edition):

Rall, R. M. (2014). Assuming the trusteeship: studying the influence of learning and preparation on the decision-making practices of members of public multicampus boards of higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/517052/rec/972

Chicago Manual of Style (16th Edition):

Rall, Raquel Monique. “Assuming the trusteeship: studying the influence of learning and preparation on the decision-making practices of members of public multicampus boards of higher education.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/517052/rec/972.

MLA Handbook (7th Edition):

Rall, Raquel Monique. “Assuming the trusteeship: studying the influence of learning and preparation on the decision-making practices of members of public multicampus boards of higher education.” 2014. Web. 22 May 2019.

Vancouver:

Rall RM. Assuming the trusteeship: studying the influence of learning and preparation on the decision-making practices of members of public multicampus boards of higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/517052/rec/972.

Council of Science Editors:

Rall RM. Assuming the trusteeship: studying the influence of learning and preparation on the decision-making practices of members of public multicampus boards of higher education. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/517052/rec/972


University of Southern California

24. Gehrke, Sean. Collaborative social networks in student affairs: an exploration of the outcomes and strategies associated with cross‐institutional collaboration.

Degree: PhD, Urban Education Policy, 2015, University of Southern California

 The research in this dissertation examines cross‐institutional collaboration among student affairs administrators utilizing social network analysis as a theoretical and methodological framework. Student affairs professionals… (more)

Subjects/Keywords: student affairs; higher education; collaboration; social networks; social network analysis; leadership; administration; survey research

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APA (6th Edition):

Gehrke, S. (2015). Collaborative social networks in student affairs: an exploration of the outcomes and strategies associated with cross‐institutional collaboration. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/590313/rec/1434

Chicago Manual of Style (16th Edition):

Gehrke, Sean. “Collaborative social networks in student affairs: an exploration of the outcomes and strategies associated with cross‐institutional collaboration.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/590313/rec/1434.

MLA Handbook (7th Edition):

Gehrke, Sean. “Collaborative social networks in student affairs: an exploration of the outcomes and strategies associated with cross‐institutional collaboration.” 2015. Web. 22 May 2019.

Vancouver:

Gehrke S. Collaborative social networks in student affairs: an exploration of the outcomes and strategies associated with cross‐institutional collaboration. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/590313/rec/1434.

Council of Science Editors:

Gehrke S. Collaborative social networks in student affairs: an exploration of the outcomes and strategies associated with cross‐institutional collaboration. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/590313/rec/1434


University of Southern California

25. Pendakur, Sumun Lakshmi. The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university.

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

 The purpose of this study is to empirically ground Stanton-Salazar’s (2010) theoretical trope of the empowerment agent through a life history study of subjects identified… (more)

Subjects/Keywords: social capital; institutional agents; empowerment agents; higher education; reproduction; low-status students; praxis; resistance; critical consciousness

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APA (6th Edition):

Pendakur, S. L. (2010). The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284

Chicago Manual of Style (16th Edition):

Pendakur, Sumun Lakshmi. “The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284.

MLA Handbook (7th Edition):

Pendakur, Sumun Lakshmi. “The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university.” 2010. Web. 22 May 2019.

Vancouver:

Pendakur SL. The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284.

Council of Science Editors:

Pendakur SL. The search for transformative agents: the counter-institutional positioning of faculty and staff at an elite university. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/421604/rec/7284


University of Southern California

26. Sam, Cecile H. Part-time and time faculty conceptualizations of academic community: a case study.

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

 The poor work environment for part-time faculty in higher education is a topic that has been receiving more attention as the professoriate moves away from… (more)

Subjects/Keywords: faculty; academic community; non-tenure track; contingent; adjuncts; community college

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APA (6th Edition):

Sam, C. H. (2012). Part-time and time faculty conceptualizations of academic community: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/18311/rec/4929

Chicago Manual of Style (16th Edition):

Sam, Cecile H. “Part-time and time faculty conceptualizations of academic community: a case study.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/18311/rec/4929.

MLA Handbook (7th Edition):

Sam, Cecile H. “Part-time and time faculty conceptualizations of academic community: a case study.” 2012. Web. 22 May 2019.

Vancouver:

Sam CH. Part-time and time faculty conceptualizations of academic community: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/18311/rec/4929.

Council of Science Editors:

Sam CH. Part-time and time faculty conceptualizations of academic community: a case study. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/18311/rec/4929


University of Southern California

27. Acosta, Rodolfo. Atole con el dedo: learning from low-income parents' lived experiences with educational choice policies.

Degree: PhD, Urban Education Policy, 2015, University of Southern California

 Parent participation in schooling matters has become a topic of interest as part of educational reform for the last three decades. Although scholarship has documented… (more)

Subjects/Keywords: choice; parent involvement; education policy; parent triggers; social constructivism

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APA (6th Edition):

Acosta, R. (2015). Atole con el dedo: learning from low-income parents' lived experiences with educational choice policies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/607700/rec/981

Chicago Manual of Style (16th Edition):

Acosta, Rodolfo. “Atole con el dedo: learning from low-income parents' lived experiences with educational choice policies.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/607700/rec/981.

MLA Handbook (7th Edition):

Acosta, Rodolfo. “Atole con el dedo: learning from low-income parents' lived experiences with educational choice policies.” 2015. Web. 22 May 2019.

Vancouver:

Acosta R. Atole con el dedo: learning from low-income parents' lived experiences with educational choice policies. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/607700/rec/981.

Council of Science Editors:

Acosta R. Atole con el dedo: learning from low-income parents' lived experiences with educational choice policies. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/607700/rec/981


University of Southern California

28. Baxter, Kathleen B. Women in science and engineering: thriving or surviving?.

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

 As a result of the underrepresentation of women in science and engineering programs, the culture is male-dominated and perpetuates an unsupportive and biased climate that… (more)

Subjects/Keywords: women; science; engineering; gender; chilly climate; gender-inclusive; gender-sensitive; culture; perception

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APA (6th Edition):

Baxter, K. B. (2010). Women in science and engineering: thriving or surviving?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/337683/rec/7950

Chicago Manual of Style (16th Edition):

Baxter, Kathleen B. “Women in science and engineering: thriving or surviving?.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/337683/rec/7950.

MLA Handbook (7th Edition):

Baxter, Kathleen B. “Women in science and engineering: thriving or surviving?.” 2010. Web. 22 May 2019.

Vancouver:

Baxter KB. Women in science and engineering: thriving or surviving?. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/337683/rec/7950.

Council of Science Editors:

Baxter KB. Women in science and engineering: thriving or surviving?. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/337683/rec/7950


University of Southern California

29. Chang, Linda Hui. Teacher management style: its impact on teacher-student relationships and leadership development.

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

 Classroom management is an integral component to effectively promote knowledge and skills necessary to succeed in this globally competitive market. The manner in which teachers… (more)

Subjects/Keywords: classroom management; autonomy-supportive; highly controlling; student leadership; teacher-student relationship

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

APA (6th Edition):

Chang, L. H. (2012). Teacher management style: its impact on teacher-student relationships and leadership development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339

Chicago Manual of Style (16th Edition):

Chang, Linda Hui. “Teacher management style: its impact on teacher-student relationships and leadership development.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339.

MLA Handbook (7th Edition):

Chang, Linda Hui. “Teacher management style: its impact on teacher-student relationships and leadership development.” 2012. Web. 22 May 2019.

Vancouver:

Chang LH. Teacher management style: its impact on teacher-student relationships and leadership development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339.

Council of Science Editors:

Chang LH. Teacher management style: its impact on teacher-student relationships and leadership development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339


University of Southern California

30. Esqueda, Monica Christina. A mixed method examination of available supports for secondary school students’ college and military aspirations.

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

 Background/Context: The demands of military family life are great, especially within the context of war. Yet, because less than 1 percent of the population serves,… (more)

Subjects/Keywords: college access; college choice; military families

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

APA (6th Edition):

Esqueda, M. C. (2015). A mixed method examination of available supports for secondary school students’ college and military aspirations. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249

Chicago Manual of Style (16th Edition):

Esqueda, Monica Christina. “A mixed method examination of available supports for secondary school students’ college and military aspirations.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249.

MLA Handbook (7th Edition):

Esqueda, Monica Christina. “A mixed method examination of available supports for secondary school students’ college and military aspirations.” 2015. Web. 22 May 2019.

Vancouver:

Esqueda MC. A mixed method examination of available supports for secondary school students’ college and military aspirations. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249.

Council of Science Editors:

Esqueda MC. A mixed method examination of available supports for secondary school students’ college and military aspirations. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249

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