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You searched for +publisher:"University of Southern California" +contributor:("Mora-Flores, Eugenia"). Showing records 1 – 30 of 50 total matches.

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University of Southern California

1. Pierre, Alex. Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area.

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

 Homework research in academic content areas has typically focused on student commitment, but what about teacher commitment? In particular, how committed are middle school teachers… (more)

Subjects/Keywords: homework beliefs and practices

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APA (6th Edition):

Pierre, A. (2009). Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3211

Chicago Manual of Style (16th Edition):

Pierre, Alex. “Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3211.

MLA Handbook (7th Edition):

Pierre, Alex. “Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area.” 2009. Web. 16 Feb 2020.

Vancouver:

Pierre A. Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3211.

Council of Science Editors:

Pierre A. Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3211


University of Southern California

2. Geronimo, Marianne G. Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction.

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

 The purpose of this study was to examine the impact of teacher education and professional development on teachers’ perceptions of efficacy with providing effective English… (more)

Subjects/Keywords: teacher efficacy; English learners; teacher education; professional development

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APA (6th Edition):

Geronimo, M. G. (2015). Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221

Chicago Manual of Style (16th Edition):

Geronimo, Marianne G. “Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221.

MLA Handbook (7th Edition):

Geronimo, Marianne G. “Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction.” 2015. Web. 16 Feb 2020.

Vancouver:

Geronimo MG. Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221.

Council of Science Editors:

Geronimo MG. Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221


University of Southern California

3. Rynearson-Johnson, Julia. On-site impacts of Title I and Title III grant flexibility.

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

 This study measures poverty-level and second-language grant fund flexibility by detailing the process of fund dispersion, how funds are being used, and measuring the satisfaction… (more)

Subjects/Keywords: education; poverty; second-language; bi-lingual education; Title I; Title III; grant flexibility

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APA (6th Edition):

Rynearson-Johnson, J. (2011). On-site impacts of Title I and Title III grant flexibility. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552

Chicago Manual of Style (16th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552.

MLA Handbook (7th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Web. 16 Feb 2020.

Vancouver:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552.

Council of Science Editors:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

MLA Handbook (7th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Web. 16 Feb 2020.

Vancouver:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

Council of Science Editors:

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


University of Southern California

5. Rios, Joseph Noel. A case study in promising practices in anti-hazing education training for fraternity advisors.

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

 This study applies Bronfenbrenner’s (1993) ecological theory to the development of an anti‐hazing culture within a fraternity community. The purpose of this study was to… (more)

Subjects/Keywords: fraternity; hazing; anti‐hazing; professional development; student affairs

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APA (6th Edition):

Rios, J. N. (2014). A case study in promising practices in anti-hazing education training for fraternity advisors. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408302/rec/71

Chicago Manual of Style (16th Edition):

Rios, Joseph Noel. “A case study in promising practices in anti-hazing education training for fraternity advisors.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408302/rec/71.

MLA Handbook (7th Edition):

Rios, Joseph Noel. “A case study in promising practices in anti-hazing education training for fraternity advisors.” 2014. Web. 16 Feb 2020.

Vancouver:

Rios JN. A case study in promising practices in anti-hazing education training for fraternity advisors. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408302/rec/71.

Council of Science Editors:

Rios JN. A case study in promising practices in anti-hazing education training for fraternity advisors. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408302/rec/71


University of Southern California

6. López-Guerra, María Asusena. The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation.

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

 The purpose of this research was to gain and provide an in-depth, holistic description and interpretation of the knowledge and literacy instruction tutors at Readers… (more)

Subjects/Keywords: literacy; at-risk youth; alternative literacy programs

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APA (6th Edition):

López-Guerra, M. A. (2013). The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252238/rec/7003

Chicago Manual of Style (16th Edition):

López-Guerra, María Asusena. “The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252238/rec/7003.

MLA Handbook (7th Edition):

López-Guerra, María Asusena. “The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation.” 2013. Web. 16 Feb 2020.

Vancouver:

López-Guerra MA. The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252238/rec/7003.

Council of Science Editors:

López-Guerra MA. The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252238/rec/7003


University of Southern California

7. He, Yi-Chen (Jenny). Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement.

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

 This is a study of Self-Determination Theory in English language learning and on Chinese culture group. Self-Determination Theory has been successfully applied to many academic… (more)

Subjects/Keywords: self-determination theory; English language learning; cross cultural difference

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APA (6th Edition):

He, Y. (. (2009). Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767

Chicago Manual of Style (16th Edition):

He, Yi-Chen (Jenny). “Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767.

MLA Handbook (7th Edition):

He, Yi-Chen (Jenny). “Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement.” 2009. Web. 16 Feb 2020.

Vancouver:

He Y(. Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767.

Council of Science Editors:

He Y(. Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767


University of Southern California

8. Regur, Carey E. A dialogic reading intervention for parents of children with Down syndrome.

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

 This study attempted to address the reading comprehension and oral language challenges faced by children with Down syndrome by exploring the use of dialogic reading… (more)

Subjects/Keywords: Down syndrome; dialogic reading; parent-child book reading; self-efficacy; reading comprehension; oral language

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APA (6th Edition):

Regur, C. E. (2013). A dialogic reading intervention for parents of children with Down syndrome. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173

Chicago Manual of Style (16th Edition):

Regur, Carey E. “A dialogic reading intervention for parents of children with Down syndrome.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173.

MLA Handbook (7th Edition):

Regur, Carey E. “A dialogic reading intervention for parents of children with Down syndrome.” 2013. Web. 16 Feb 2020.

Vancouver:

Regur CE. A dialogic reading intervention for parents of children with Down syndrome. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173.

Council of Science Editors:

Regur CE. A dialogic reading intervention for parents of children with Down syndrome. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173


University of Southern California

9. Tate, Dana Jo. Promising practices of anti-bullying: safe and supportive environments for all students.

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

 Bullying is a serious social problem facing school‐aged youth to date. While bullying is generally considered an issue facing the entire student body, research suggests… (more)

Subjects/Keywords: bullying; education; intermediate school; anti‐bullying

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APA (6th Edition):

Tate, D. J. (2014). Promising practices of anti-bullying: safe and supportive environments for all students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271

Chicago Manual of Style (16th Edition):

Tate, Dana Jo. “Promising practices of anti-bullying: safe and supportive environments for all students.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271.

MLA Handbook (7th Edition):

Tate, Dana Jo. “Promising practices of anti-bullying: safe and supportive environments for all students.” 2014. Web. 16 Feb 2020.

Vancouver:

Tate DJ. Promising practices of anti-bullying: safe and supportive environments for all students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271.

Council of Science Editors:

Tate DJ. Promising practices of anti-bullying: safe and supportive environments for all students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271


University of Southern California

10. Chong, Pik Kuan Angeline. The use of culturally relevant authentic materials and L1 in supporting second language literacy.

Degree: MS, Teaching English as a Foreign Language, 2011, University of Southern California

 Contrary to popular belief, most English Language Learners (ELLs) in the United States are native born, and this particular population is projected to make up… (more)

Subjects/Keywords: culturally relevant; authentic material; L1; second language acquisition; literacy

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APA (6th Edition):

Chong, P. K. A. (2011). The use of culturally relevant authentic materials and L1 in supporting second language literacy. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/464164/rec/7377

Chicago Manual of Style (16th Edition):

Chong, Pik Kuan Angeline. “The use of culturally relevant authentic materials and L1 in supporting second language literacy.” 2011. Masters Thesis, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/464164/rec/7377.

MLA Handbook (7th Edition):

Chong, Pik Kuan Angeline. “The use of culturally relevant authentic materials and L1 in supporting second language literacy.” 2011. Web. 16 Feb 2020.

Vancouver:

Chong PKA. The use of culturally relevant authentic materials and L1 in supporting second language literacy. [Internet] [Masters thesis]. University of Southern California; 2011. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/464164/rec/7377.

Council of Science Editors:

Chong PKA. The use of culturally relevant authentic materials and L1 in supporting second language literacy. [Masters Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/464164/rec/7377


University of Southern California

11. Mejia, Madeleine. Self-reflective practices and procedures to systematically examine reading comprehension instruction.

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

 The purpose of this study was to examine the processes and practices teachers use to engage in self-reflection of reading comprehension instruction. The aim was… (more)

Subjects/Keywords: self-reflection; reading comprehension; reading; reading instruction; reading comprehension instruction

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APA (6th Edition):

Mejia, M. (2015). Self-reflective practices and procedures to systematically examine reading comprehension instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772

Chicago Manual of Style (16th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

MLA Handbook (7th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Web. 16 Feb 2020.

Vancouver:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

Council of Science Editors:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772


University of Southern California

12. Reese, Julie Ann. The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology.

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

 To compete in the work force today, the global and national economy demands our 21st century learners to write efficiently, effectively, and coherently. Due to… (more)

Subjects/Keywords: spelling achievement; writing achievement; writer self-perception beliefs; phonology; orthography; morphology; reading achievement; secondary students; special education

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APA (6th Edition):

Reese, J. A. (2009). The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/274992/rec/6632

Chicago Manual of Style (16th Edition):

Reese, Julie Ann. “The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/274992/rec/6632.

MLA Handbook (7th Edition):

Reese, Julie Ann. “The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology.” 2009. Web. 16 Feb 2020.

Vancouver:

Reese JA. The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/274992/rec/6632.

Council of Science Editors:

Reese JA. The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/274992/rec/6632


University of Southern California

13. Nuño-Toledo, Elsa. School to Work Program as a contributor to adult literacy skill development.

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

 The purpose of this study was to investigate the relationship between the learning of basic reading literacy skills in a contextualized, educational career technical training… (more)

Subjects/Keywords: adult education

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APA (6th Edition):

Nuño-Toledo, E. (2010). School to Work Program as a contributor to adult literacy skill development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388107/rec/5706

Chicago Manual of Style (16th Edition):

Nuño-Toledo, Elsa. “School to Work Program as a contributor to adult literacy skill development.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388107/rec/5706.

MLA Handbook (7th Edition):

Nuño-Toledo, Elsa. “School to Work Program as a contributor to adult literacy skill development.” 2010. Web. 16 Feb 2020.

Vancouver:

Nuño-Toledo E. School to Work Program as a contributor to adult literacy skill development. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388107/rec/5706.

Council of Science Editors:

Nuño-Toledo E. School to Work Program as a contributor to adult literacy skill development. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388107/rec/5706


University of Southern California

14. Kojima, Emi. Factors associated with second language anxiety in adolescents from different cultural backgrounds.

Degree: EdD, Education (Psychology & Technology), 2009, University of Southern California

 Anxiety has long been a crucial factor affecting second language acquisition (Spielmann & Radnofsky, 2001). Many immigrant students are reported to carry with them insecurity… (more)

Subjects/Keywords: anxiety; English learners; second language anxiety; ESL; adolescents; Spanish-speaking EL high school students; Chinese-speaking EL high school students

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APA (6th Edition):

Kojima, E. (2009). Factors associated with second language anxiety in adolescents from different cultural backgrounds. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2720

Chicago Manual of Style (16th Edition):

Kojima, Emi. “Factors associated with second language anxiety in adolescents from different cultural backgrounds.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2720.

MLA Handbook (7th Edition):

Kojima, Emi. “Factors associated with second language anxiety in adolescents from different cultural backgrounds.” 2009. Web. 16 Feb 2020.

Vancouver:

Kojima E. Factors associated with second language anxiety in adolescents from different cultural backgrounds. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2720.

Council of Science Editors:

Kojima E. Factors associated with second language anxiety in adolescents from different cultural backgrounds. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2720


University of Southern California

15. Melik-Stepanyan, Edgar. Policies and promising practices to combat bullying in secondary schools.

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

 The aim of this study was to research and analyze how schools use policies and promising practices to combat bullying. A middle school in Southern(more)

Subjects/Keywords: bullying

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APA (6th Edition):

Melik-Stepanyan, E. (2014). Policies and promising practices to combat bullying in secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385618/rec/5093

Chicago Manual of Style (16th Edition):

Melik-Stepanyan, Edgar. “Policies and promising practices to combat bullying in secondary schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385618/rec/5093.

MLA Handbook (7th Edition):

Melik-Stepanyan, Edgar. “Policies and promising practices to combat bullying in secondary schools.” 2014. Web. 16 Feb 2020.

Vancouver:

Melik-Stepanyan E. Policies and promising practices to combat bullying in secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385618/rec/5093.

Council of Science Editors:

Melik-Stepanyan E. Policies and promising practices to combat bullying in secondary schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385618/rec/5093


University of Southern California

16. Veas, Gabriel J. Developing an educational framework to guide the design of faith-based adult small group video curriculum programs.

Degree: EdD, Education (Psychology & Technology), 2009, University of Southern California

 One of the most important responsibilities of church leaders is to provide their parishioners with educational materials that will help them grow. Due to the… (more)

Subjects/Keywords: curriculum; mentoring; small groups; Christian education; educational psychology; multimedia; motivation; adult learners; implementation; instructional design; leadership; knowledge; discipleship

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APA (6th Edition):

Veas, G. J. (2009). Developing an educational framework to guide the design of faith-based adult small group video curriculum programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904

Chicago Manual of Style (16th Edition):

Veas, Gabriel J. “Developing an educational framework to guide the design of faith-based adult small group video curriculum programs.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904.

MLA Handbook (7th Edition):

Veas, Gabriel J. “Developing an educational framework to guide the design of faith-based adult small group video curriculum programs.” 2009. Web. 16 Feb 2020.

Vancouver:

Veas GJ. Developing an educational framework to guide the design of faith-based adult small group video curriculum programs. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904.

Council of Science Editors:

Veas GJ. Developing an educational framework to guide the design of faith-based adult small group video curriculum programs. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904


University of Southern California

17. Regan, Lisa Michelle. Supplemental literacy instruction for students with Down syndrome: a program evaluation.

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

 The study utilizes an inductive, qualitative approach to program evaluation to understand the nature of an afterschool literacy tutoring program for students with Down syndrome.… (more)

Subjects/Keywords: Down syndrome; tutoring; literacy; instruction

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APA (6th Edition):

Regan, L. M. (2013). Supplemental literacy instruction for students with Down syndrome: a program evaluation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219

Chicago Manual of Style (16th Edition):

Regan, Lisa Michelle. “Supplemental literacy instruction for students with Down syndrome: a program evaluation.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219.

MLA Handbook (7th Edition):

Regan, Lisa Michelle. “Supplemental literacy instruction for students with Down syndrome: a program evaluation.” 2013. Web. 16 Feb 2020.

Vancouver:

Regan LM. Supplemental literacy instruction for students with Down syndrome: a program evaluation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219.

Council of Science Editors:

Regan LM. Supplemental literacy instruction for students with Down syndrome: a program evaluation. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219


University of Southern California

18. Shotwell, Kimberly Hanson Hill. Preservice teachers' understanding's of how to teach literacy.

Degree: EdD, Education (Curriculum & Instruction), 2009, University of Southern California

 This study examined the field experiences, literacy experiences and reflections of preservice teachers (PSTs) in relationship to development of their instructional literacy practice. The objective… (more)

Subjects/Keywords: preservice; teacher Education; literacy; student teaching

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APA (6th Edition):

Shotwell, K. H. H. (2009). Preservice teachers' understanding's of how to teach literacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209

Chicago Manual of Style (16th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209.

MLA Handbook (7th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Web. 16 Feb 2020.

Vancouver:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209.

Council of Science Editors:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209


University of Southern California

19. Yao, Julie Mariko. Examining the applications of data-driven decision making on classroom instruction.

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

 With the current focus on student progress and results, there is a continuous search for ways to help schools improve their student outcomes. As a… (more)

Subjects/Keywords: data-driven decision making; instruction; elementary education

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APA (6th Edition):

Yao, J. M. (2009). Examining the applications of data-driven decision making on classroom instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228201/rec/2579

Chicago Manual of Style (16th Edition):

Yao, Julie Mariko. “Examining the applications of data-driven decision making on classroom instruction.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228201/rec/2579.

MLA Handbook (7th Edition):

Yao, Julie Mariko. “Examining the applications of data-driven decision making on classroom instruction.” 2009. Web. 16 Feb 2020.

Vancouver:

Yao JM. Examining the applications of data-driven decision making on classroom instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228201/rec/2579.

Council of Science Editors:

Yao JM. Examining the applications of data-driven decision making on classroom instruction. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/228201/rec/2579


University of Southern California

20. Nye, Michelle R. A case study of promising practices of anti-cyberbullying efforts in a middle school.

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

 The purpose of this study was to identify systems and structures schools used to target cyberbullying within anti‐bullying efforts. The study also examined the perceived… (more)

Subjects/Keywords: cyberbullying; bullying; digital citizenship

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APA (6th Edition):

Nye, M. R. (2014). A case study of promising practices of anti-cyberbullying efforts in a middle school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81

Chicago Manual of Style (16th Edition):

Nye, Michelle R. “A case study of promising practices of anti-cyberbullying efforts in a middle school.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81.

MLA Handbook (7th Edition):

Nye, Michelle R. “A case study of promising practices of anti-cyberbullying efforts in a middle school.” 2014. Web. 16 Feb 2020.

Vancouver:

Nye MR. A case study of promising practices of anti-cyberbullying efforts in a middle school. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81.

Council of Science Editors:

Nye MR. A case study of promising practices of anti-cyberbullying efforts in a middle school. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81


University of Southern California

21. Osowski, Stephanie A. Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools.

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

 Bullying is maintained by the culture and climate of an organization; and schools taking a social‐ecological approach to bullying prevention may benefit from programs that… (more)

Subjects/Keywords: bullying; bullying prevention; effects of bullying; school culture; teacher beliefs; systems; structures; leadership; professional development

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APA (6th Edition):

Osowski, S. A. (2014). Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927

Chicago Manual of Style (16th Edition):

Osowski, Stephanie A. “Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927.

MLA Handbook (7th Edition):

Osowski, Stephanie A. “Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools.” 2014. Web. 16 Feb 2020.

Vancouver:

Osowski SA. Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927.

Council of Science Editors:

Osowski SA. Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927


University of Southern California

22. Baca-Fetcenko, Hilda S. The role of storybook reading in a twilight preschool head start program.

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

 This study set out to examine the use of storybook reading in the twilight preschool classroom as reading readiness. The focus of the study was… (more)

Subjects/Keywords: twilight preschool; storybook reading; headstart; preschool

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APA (6th Edition):

Baca-Fetcenko, H. S. (2009). The role of storybook reading in a twilight preschool head start program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7255

Chicago Manual of Style (16th Edition):

Baca-Fetcenko, Hilda S. “The role of storybook reading in a twilight preschool head start program.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7255.

MLA Handbook (7th Edition):

Baca-Fetcenko, Hilda S. “The role of storybook reading in a twilight preschool head start program.” 2009. Web. 16 Feb 2020.

Vancouver:

Baca-Fetcenko HS. The role of storybook reading in a twilight preschool head start program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7255.

Council of Science Editors:

Baca-Fetcenko HS. The role of storybook reading in a twilight preschool head start program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7255


University of Southern California

23. Blewitt, Angela. Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement.

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

 This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between… (more)

Subjects/Keywords: reading; high school; self-perception as readers; reading achievement; literacy; literacy instruction

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APA (6th Edition):

Blewitt, A. (2013). Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972

Chicago Manual of Style (16th Edition):

Blewitt, Angela. “Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972.

MLA Handbook (7th Edition):

Blewitt, Angela. “Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement.” 2013. Web. 16 Feb 2020.

Vancouver:

Blewitt A. Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972.

Council of Science Editors:

Blewitt A. Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972


University of Southern California

24. Hoctor, Marge. Identifying young gifted children.

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

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

Subjects/Keywords: identification; gifted; primary

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APA (6th Edition):

Hoctor, M. (2013). Identifying young gifted children. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3332

Chicago Manual of Style (16th Edition):

Hoctor, Marge. “Identifying young gifted children.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3332.

MLA Handbook (7th Edition):

Hoctor, Marge. “Identifying young gifted children.” 2013. Web. 16 Feb 2020.

Vancouver:

Hoctor M. Identifying young gifted children. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3332.

Council of Science Editors:

Hoctor M. Identifying young gifted children. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/329861/rec/3332


University of Southern California

25. Jones, Mark E. A case study of promising practices in the prevention of sexual assault in postsecondary institutions.

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

 Sexual assault on college campuses is still a problem. About 20% of college females experience sexual assault and 6.1% of college males are also sexually… (more)

Subjects/Keywords: sexual assault; bystander engagement; social norming; social self‐identification; culture and climate

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APA (6th Edition):

Jones, M. E. (2014). A case study of promising practices in the prevention of sexual assault in postsecondary institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407433/rec/80

Chicago Manual of Style (16th Edition):

Jones, Mark E. “A case study of promising practices in the prevention of sexual assault in postsecondary institutions.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407433/rec/80.

MLA Handbook (7th Edition):

Jones, Mark E. “A case study of promising practices in the prevention of sexual assault in postsecondary institutions.” 2014. Web. 16 Feb 2020.

Vancouver:

Jones ME. A case study of promising practices in the prevention of sexual assault in postsecondary institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407433/rec/80.

Council of Science Editors:

Jones ME. A case study of promising practices in the prevention of sexual assault in postsecondary institutions. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407433/rec/80


University of Southern California

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

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

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

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

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APA (6th Edition):

Plenty, S. N. (2014). Play, read, learn: building young Black males literacy skills through an activity-based intervention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080

Chicago Manual of Style (16th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080.

MLA Handbook (7th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Web. 16 Feb 2020.

Vancouver:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080.

Council of Science Editors:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080


University of Southern California

27. Gomez, Maria Guadalupe. A comparative study of language arts instruction in triply segregated high schools.

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

 This study set out to examine literacy practices in triply segregated comprehensive and continuation high schools. The focus of the study was on instructional strategies… (more)

Subjects/Keywords: alternative education; continuation high school; literacy

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APA (6th Edition):

Gomez, M. G. (2013). A comparative study of language arts instruction in triply segregated high schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/224970/rec/117

Chicago Manual of Style (16th Edition):

Gomez, Maria Guadalupe. “A comparative study of language arts instruction in triply segregated high schools.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/224970/rec/117.

MLA Handbook (7th Edition):

Gomez, Maria Guadalupe. “A comparative study of language arts instruction in triply segregated high schools.” 2013. Web. 16 Feb 2020.

Vancouver:

Gomez MG. A comparative study of language arts instruction in triply segregated high schools. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/224970/rec/117.

Council of Science Editors:

Gomez MG. A comparative study of language arts instruction in triply segregated high schools. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/224970/rec/117


University of Southern California

28. Hernandez, Emily Jo. Promising practices in preventing bullying in K-12 schools: student engagement.

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

 Bullying and student dropout are prominent social issues affecting the United States, and the disengagement of students from school has been linked to both. Examining… (more)

Subjects/Keywords: bullying; preventing bullying; student engagement; preventing dropout; bullying and student engagement; student engagement and dropout; bullying and dropout; anti-bullying culture; dropout prevention

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APA (6th Edition):

Hernandez, E. J. (2014). Promising practices in preventing bullying in K-12 schools: student engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382678/rec/5269

Chicago Manual of Style (16th Edition):

Hernandez, Emily Jo. “Promising practices in preventing bullying in K-12 schools: student engagement.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382678/rec/5269.

MLA Handbook (7th Edition):

Hernandez, Emily Jo. “Promising practices in preventing bullying in K-12 schools: student engagement.” 2014. Web. 16 Feb 2020.

Vancouver:

Hernandez EJ. Promising practices in preventing bullying in K-12 schools: student engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382678/rec/5269.

Council of Science Editors:

Hernandez EJ. Promising practices in preventing bullying in K-12 schools: student engagement. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382678/rec/5269


University of Southern California

29. Hamdan, Kamal. Urban mathematics teacher retention.

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

 Mathematics teachers are both more difficult to attract and more difficult to retain than social sciences teachers. This fact is not unique to the United… (more)

Subjects/Keywords: teacher retention; mathematics teachers; hard-to-staff schools; high-need urban schools; retention factors

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APA (6th Edition):

Hamdan, K. (2010). Urban mathematics teacher retention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708

Chicago Manual of Style (16th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

MLA Handbook (7th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Web. 16 Feb 2020.

Vancouver:

Hamdan K. Urban mathematics teacher retention. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

Council of Science Editors:

Hamdan K. Urban mathematics teacher retention. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708


University of Southern California

30. Garcia, Veronica. The role of critical literacy and the school-to-prison pipeline: what was learned from the life histories and literacy experiences of formerly incarcerated young Latino males.

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

 Critical literacy skills give one access to different ways of thinking, participating, and engaging in society, ultimately providing a source of power in being able… (more)

Subjects/Keywords: critical literacy; education; incarceration; juvenile; Latino males; life experiences

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

APA (6th Edition):

Garcia, V. (2013). The role of critical literacy and the school-to-prison pipeline: what was learned from the life histories and literacy experiences of formerly incarcerated young Latino males. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288638/rec/7202

Chicago Manual of Style (16th Edition):

Garcia, Veronica. “The role of critical literacy and the school-to-prison pipeline: what was learned from the life histories and literacy experiences of formerly incarcerated young Latino males.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288638/rec/7202.

MLA Handbook (7th Edition):

Garcia, Veronica. “The role of critical literacy and the school-to-prison pipeline: what was learned from the life histories and literacy experiences of formerly incarcerated young Latino males.” 2013. Web. 16 Feb 2020.

Vancouver:

Garcia V. The role of critical literacy and the school-to-prison pipeline: what was learned from the life histories and literacy experiences of formerly incarcerated young Latino males. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288638/rec/7202.

Council of Science Editors:

Garcia V. The role of critical literacy and the school-to-prison pipeline: what was learned from the life histories and literacy experiences of formerly incarcerated young Latino males. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/288638/rec/7202

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