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You searched for +publisher:"University of Southern California" +contributor:("Ott, Maria G."). Showing records 1 – 11 of 11 total matches.

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University of Southern California

1. Ostermann, Daniel Fisher. Arts integration for standard English learners: implications for learning academic language.

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

 The purpose of this case study was to explore how an arts integration school model facilitated home language use by SEL students. The purpose of… (more)

Subjects/Keywords: arts integration; academic English; SEL; standard English learner; pilot; magnet; vernacular; home language; Chicano English; LAUSD; Los Angeles; disadvantaged students; music; art; drama; dance; theater; ESL; Spanish; Latino; Latina; performing arts; third space; academic discourse; socioemotional development

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APA (6th Edition):

Ostermann, D. F. (2015). Arts integration for standard English learners: implications for learning academic language. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917

Chicago Manual of Style (16th Edition):

Ostermann, Daniel Fisher. “Arts integration for standard English learners: implications for learning academic language.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917.

MLA Handbook (7th Edition):

Ostermann, Daniel Fisher. “Arts integration for standard English learners: implications for learning academic language.” 2015. Web. 23 May 2019.

Vancouver:

Ostermann DF. Arts integration for standard English learners: implications for learning academic language. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917.

Council of Science Editors:

Ostermann DF. Arts integration for standard English learners: implications for learning academic language. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917


University of Southern California

2. Leyva, Julissa. 21st century teaching and learning with technology integration at an innovative high school: a case study.

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

 The United States’ recent educational reform with the transition to the Common Core State Standards and the push for 21st century skills has K-12 schools… (more)

Subjects/Keywords: technology integration; technological pedagogical content knowledge (TPACK); Common Core State Standards; Partnership for 21st Century Skills; constructivism learning theory; pedagogy; professional development; project based learning; school culture

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APA (6th Edition):

Leyva, J. (2015). 21st century teaching and learning with technology integration at an innovative high school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13

Chicago Manual of Style (16th Edition):

Leyva, Julissa. “21st century teaching and learning with technology integration at an innovative high school: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13.

MLA Handbook (7th Edition):

Leyva, Julissa. “21st century teaching and learning with technology integration at an innovative high school: a case study.” 2015. Web. 23 May 2019.

Vancouver:

Leyva J. 21st century teaching and learning with technology integration at an innovative high school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13.

Council of Science Editors:

Leyva J. 21st century teaching and learning with technology integration at an innovative high school: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555028/rec/13


University of Southern California

3. Albin, Deborah. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.

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

 In most urban communities English speaking African American and Latino students are not achieving at levels commensurate with other racial groups. These Standard English Learners… (more)

Subjects/Keywords: standard English learners; language; English language development; academic language; dialect; vernacular; English language arts; literacy; common core; student achievement; culturally and linguistically diverse; African American; Latino; culturally and linguistically diverse; achievement gap; student achievement; administrator; knowledge; perception; school principal; principal leadership

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APA (6th Edition):

Albin, D. (2015). Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594

Chicago Manual of Style (16th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

MLA Handbook (7th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Web. 23 May 2019.

Vancouver:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

Council of Science Editors:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594


University of Southern California

4. Bak, Cindy Yuri. Transforming teaching and learning with technology: a case study of a California public school.

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

 This study applies the Technological Pedagogical and Content Knowledge (TPACK) framework and Substitution Modification Augmentation and Redefinition (SAMR) model to understand how technology can be… (more)

Subjects/Keywords: teaching; learning; technology; 21st century; California; public school; case study; SAMR; TPACK; educational technology; impact; common core; teacher as facilitator; culture of collaboration; visionary leaders; shared leadership; interviews; observations; creativity; collaboration; communication; critical thinking

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APA (6th Edition):

Bak, C. Y. (2015). Transforming teaching and learning with technology: a case study of a California public school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573

Chicago Manual of Style (16th Edition):

Bak, Cindy Yuri. “Transforming teaching and learning with technology: a case study of a California public school.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573.

MLA Handbook (7th Edition):

Bak, Cindy Yuri. “Transforming teaching and learning with technology: a case study of a California public school.” 2015. Web. 23 May 2019.

Vancouver:

Bak CY. Transforming teaching and learning with technology: a case study of a California public school. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573.

Council of Science Editors:

Bak CY. Transforming teaching and learning with technology: a case study of a California public school. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7573


University of Southern California

5. Jones, Topekia Lasundra. The influence of language and culture in the literacy development of speakers of African American English.

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

 Speakers of African American English (AAE) often encounter unsupportive classroom environments because teachers may not recognize the influence of language and culture on literacy development,… (more)

Subjects/Keywords: language; culture; African American; literacy; Black

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APA (6th Edition):

Jones, T. L. (2015). The influence of language and culture in the literacy development of speakers of African American English. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880

Chicago Manual of Style (16th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

MLA Handbook (7th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Web. 23 May 2019.

Vancouver:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

Council of Science Editors:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880


University of Southern California

6. Hines, Damon D. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.

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

 The Los Angeles Unified School District (LAUSD) passed the Public School Choice Initiative in 2009, with the aim of providing students in the lowest performing… (more)

Subjects/Keywords: autonomy; leadership; pilot schools; Los Angeles Unified School District

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APA (6th Edition):

Hines, D. D. (2015). An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525239/rec/722

Chicago Manual of Style (16th Edition):

Hines, Damon D. “An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525239/rec/722.

MLA Handbook (7th Edition):

Hines, Damon D. “An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.” 2015. Web. 23 May 2019.

Vancouver:

Hines DD. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525239/rec/722.

Council of Science Editors:

Hines DD. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525239/rec/722


University of Southern California

7. Mateo-Gaxiola, Xiomara. The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy.

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

 This study applies social cognitive theory and social cultural theory to understand the relationships between teacher beliefs and teacher practices. The purpose of this study… (more)

Subjects/Keywords: diversity; professional development; reflectiveness; teacher belief systems; teacher self-efficacy; teacher support systems

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APA (6th Edition):

Mateo-Gaxiola, X. (2014). The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467176/rec/7166

Chicago Manual of Style (16th Edition):

Mateo-Gaxiola, Xiomara. “The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467176/rec/7166.

MLA Handbook (7th Edition):

Mateo-Gaxiola, Xiomara. “The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy.” 2014. Web. 23 May 2019.

Vancouver:

Mateo-Gaxiola X. The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467176/rec/7166.

Council of Science Editors:

Mateo-Gaxiola X. The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467176/rec/7166


University of Southern California

8. Walker, Terry T. The teacher evaluation: key components that positively impact teacher effectiveness and student achievement.

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

 The purpose of this study was to identify the key components of a teacher evaluation system used by schools and districts in response to the… (more)

Subjects/Keywords: effective teacher evaluation components; outcome and competency-based evaluations; teacher effectiveness; teacher evaluation and student achievement; teacher evaluations; transformational evaluation tool

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APA (6th Edition):

Walker, T. T. (2014). The teacher evaluation: key components that positively impact teacher effectiveness and student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7342

Chicago Manual of Style (16th Edition):

Walker, Terry T. “The teacher evaluation: key components that positively impact teacher effectiveness and student achievement.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7342.

MLA Handbook (7th Edition):

Walker, Terry T. “The teacher evaluation: key components that positively impact teacher effectiveness and student achievement.” 2014. Web. 23 May 2019.

Vancouver:

Walker TT. The teacher evaluation: key components that positively impact teacher effectiveness and student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7342.

Council of Science Editors:

Walker TT. The teacher evaluation: key components that positively impact teacher effectiveness and student achievement. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7342


University of Southern California

9. Taranto, Anthony J. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.

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

 In 2009 the Los Angeles Unified School District passed the Public School Choice Initiative, which aimed to give students in the lowest performing schools educational… (more)

Subjects/Keywords: pilot school; autonomy; leadership; small school size; accountability; equity; collaboration; distributive leadership; elect to work agreement-

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APA (6th Edition):

Taranto, A. J. (2015). An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/526912/rec/720

Chicago Manual of Style (16th Edition):

Taranto, Anthony J. “An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/526912/rec/720.

MLA Handbook (7th Edition):

Taranto, Anthony J. “An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.” 2015. Web. 23 May 2019.

Vancouver:

Taranto AJ. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/526912/rec/720.

Council of Science Editors:

Taranto AJ. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/526912/rec/720


University of Southern California

10. Silvers, Blake R. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.

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

 The Los Angeles Unified School District (LAUSD) passed the Public School Choice Initiative in 2009, with the aim of providing students in the lowest performing… (more)

Subjects/Keywords: pilot schools; autonomy; pseudo-autonomies; bounded autonomies; Los Angeles Unified School District Public School Choice Initiative; leader-member exchange theory; distributive leadership; accountability; small school size; equity; collaboration

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APA (6th Edition):

Silvers, B. R. (2015). An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525122/rec/721

Chicago Manual of Style (16th Edition):

Silvers, Blake R. “An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525122/rec/721.

MLA Handbook (7th Edition):

Silvers, Blake R. “An examination of autonomy and leadership in Los Angeles Unified School District pilot schools.” 2015. Web. 23 May 2019.

Vancouver:

Silvers BR. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525122/rec/721.

Council of Science Editors:

Silvers BR. An examination of autonomy and leadership in Los Angeles Unified School District pilot schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/525122/rec/721


University of Southern California

11. Assisi, Daniel T. An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement.

Degree: EdD, Education (Leadership), 8, University of Southern California

 As the demands and expectations placed on public school systems to improve student achievement continue to mount, many boards of education have sought alternative leadership… (more)

Subjects/Keywords: superintendents; non‐traditional; traditional; non‐traditional superintendents; nontraditional superintendents; traditional superintendents; student achievement; leadership; leadership strategies; student achievement

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

APA (6th Edition):

Assisi, D. T. (8). An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742

Chicago Manual of Style (16th Edition):

Assisi, Daniel T. “An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement.” 8. Doctoral Dissertation, University of Southern California. Accessed May 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742.

MLA Handbook (7th Edition):

Assisi, Daniel T. “An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement.” 8. Web. 23 May 2019.

Vancouver:

Assisi DT. An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 8. [cited 2019 May 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742.

Council of Science Editors:

Assisi DT. An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement. [Doctoral Dissertation]. University of Southern California; 8. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742

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