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You searched for +publisher:"University of Southern California" +contributor:("Pensavalle, Margo T."). Showing records 1 – 19 of 19 total matches.

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University of Southern California

1. Nordyke, Alison Michelle. Models of teaching: indicators influencing teachers' pedagogical choice.

Degree: EdD, Education, 2011, University of Southern California

 The models of teaching are systematic tools that allow teachers to vary their classroom pedagogical practices to meet the needs of all learners in their… (more)

Subjects/Keywords: models of teaching; pedagogical practices; teaching pedagogy

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APA (6th Edition):

Nordyke, A. M. (2011). Models of teaching: indicators influencing teachers' pedagogical choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162

Chicago Manual of Style (16th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 06 Jun 2020.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162.

Council of Science Editors:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4162


University of Southern California

2. Allphin, Danielle M. Teacher application and enactment of models of teaching.

Degree: EdD, Education, 2011, University of Southern California

 This study sought to identify factors that influence teacher decisions about pedagogy based on curriculum content and skills and the degree to which teachers transfer… (more)

Subjects/Keywords: education; pedagogy; pedagogical content knowledge; models of teaching; elementary education; gifted education; teacher education; professional development

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APA (6th Edition):

Allphin, D. M. (2011). Teacher application and enactment of models of teaching. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340

Chicago Manual of Style (16th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340.

MLA Handbook (7th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Web. 06 Jun 2020.

Vancouver:

Allphin DM. Teacher application and enactment of models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340.

Council of Science Editors:

Allphin DM. Teacher application and enactment of models of teaching. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340


University of Southern California

3. Marotta-Garcia, Christina. Teachers' use of a differentiated curriculum for gifted students.

Degree: EdD, Education, 2011, University of Southern California

 Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate… (more)

Subjects/Keywords: gifted; differentiated curriculum; teaching

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APA (6th Edition):

Marotta-Garcia, C. (2011). Teachers' use of a differentiated curriculum for gifted students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364

Chicago Manual of Style (16th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

MLA Handbook (7th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Web. 06 Jun 2020.

Vancouver:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

Council of Science Editors:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364


University of Southern California

4. Ravenna, Georgianna. Factors influencing gifted students' preferences for models of teaching.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The purpose of this study was to examine gifted students' preferences for models of teaching and the specific factors contributing to those preferences. The sample… (more)

Subjects/Keywords: gifted education; curriculum and instruction

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APA (6th Edition):

Ravenna, G. (2008). Factors influencing gifted students' preferences for models of teaching. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730

Chicago Manual of Style (16th Edition):

Ravenna, Georgianna. “Factors influencing gifted students' preferences for models of teaching.” 2008. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730.

MLA Handbook (7th Edition):

Ravenna, Georgianna. “Factors influencing gifted students' preferences for models of teaching.” 2008. Web. 06 Jun 2020.

Vancouver:

Ravenna G. Factors influencing gifted students' preferences for models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730.

Council of Science Editors:

Ravenna G. Factors influencing gifted students' preferences for models of teaching. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730


University of Southern California

5. Flemings, M. Precious B. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 A qualitative case study research design was used to identify instructional approaches used by urban middle school teachers to effect changes in African American students'… (more)

Subjects/Keywords: urban middle school teachers; African American students; instructional approaches; learning outcomes; performance; math; science

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APA (6th Edition):

Flemings, M. P. B. (2007). "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41

Chicago Manual of Style (16th Edition):

Flemings, M Precious B. “"Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41.

MLA Handbook (7th Edition):

Flemings, M Precious B. “"Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.” 2007. Web. 06 Jun 2020.

Vancouver:

Flemings MPB. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41.

Council of Science Editors:

Flemings MPB. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41


University of Southern California

6. Han, Alyson Kim. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.

Degree: EdD, Education (Curriculum & Instruction), 2007, University of Southern California

 According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a… (more)

Subjects/Keywords: elementary science for English Learners in science; mathematics; and technology centered magnet schools

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APA (6th Edition):

Han, A. K. (2007). Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057

Chicago Manual of Style (16th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

MLA Handbook (7th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Web. 06 Jun 2020.

Vancouver:

Han AK. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

Council of Science Editors:

Han AK. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057


University of Southern California

7. Avagyan, Marine. District implementation of California's induction policy: key elements and challenges of developing a high quality program.

Degree: EdD, Education, 2008, University of Southern California

 This case study examines how a school district defines and implements California 's Induction Policy for novice teachers, identifying the challenges and key elements of… (more)

Subjects/Keywords: new teacher; Beginning Teacher support &; Assessment (BTSA); teacher induction; professional development; leadership for induction

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APA (6th Edition):

Avagyan, M. (2008). District implementation of California's induction policy: key elements and challenges of developing a high quality program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060

Chicago Manual of Style (16th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060.

MLA Handbook (7th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Web. 06 Jun 2020.

Vancouver:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060.

Council of Science Editors:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060


University of Southern California

8. Petersen, Terry Jean. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.

Degree: EdD, Education, 2008, University of Southern California

 The purpose of this research study was to compare curriculum designs that best represent the teacher's definition of differentiated curriculum for gifted students and the… (more)

Subjects/Keywords: spill-over effect; differentiated curriculum designs; gifted education; grouping practices; social constructivisim

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APA (6th Edition):

Petersen, T. J. (2008). The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326

Chicago Manual of Style (16th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

MLA Handbook (7th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Web. 06 Jun 2020.

Vancouver:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

Council of Science Editors:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326


University of Southern California

9. Sellers, Dena M. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 For years research on gifted education has discussed the importance of professional development for teachers of gifted students. This study examined data on how professional… (more)

Subjects/Keywords: gifted; differentiation; differentiated; self perception; self-perception; JAVITS; Kaplan; differentiated curriculum; teacher choices

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APA (6th Edition):

Sellers, D. M. (2008). Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733

Chicago Manual of Style (16th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

MLA Handbook (7th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Web. 06 Jun 2020.

Vancouver:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

Council of Science Editors:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733


University of Southern California

10. Nakagawa, Rebecca Wei. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.

Degree: EdD, Education, 2008, University of Southern California

 This study examined the role of teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.; The study extracted the data… (more)

Subjects/Keywords: education; gifted students

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APA (6th Edition):

Nakagawa, R. W. (2008). Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361

Chicago Manual of Style (16th Edition):

Nakagawa, Rebecca Wei. “Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361.

MLA Handbook (7th Edition):

Nakagawa, Rebecca Wei. “Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.” 2008. Web. 06 Jun 2020.

Vancouver:

Nakagawa RW. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361.

Council of Science Editors:

Nakagawa RW. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361


University of Southern California

11. 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/7264

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 June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7264.

MLA Handbook (7th Edition):

Baca-Fetcenko, Hilda S. “The role of storybook reading in a twilight preschool head start program.” 2009. Web. 06 Jun 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 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7264.

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/7264


University of Southern California

12. Krogh, Jennifer. The effects of the models of teaching on student learning.

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

 This study sought to explore the degree to which students’ interactions with the models of teaching influence learning. The purposefully sampled population consisted of gifted… (more)

Subjects/Keywords: gifted students; models of teaching; student preferences; transfer of learning; independent study; learning to learn; interest; motivation

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APA (6th Edition):

Krogh, J. (2010). The effects of the models of teaching on student learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675

Chicago Manual of Style (16th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675.

MLA Handbook (7th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Web. 06 Jun 2020.

Vancouver:

Krogh J. The effects of the models of teaching on student learning. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675.

Council of Science Editors:

Krogh J. The effects of the models of teaching on student learning. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6675


University of Southern California

13. Park, Misook A. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.

Degree: EdD, Education (Curriculum & Instruction), 2010, University of Southern California

 This urban district-wide study of teachers in gifted and talented programs in grades three through eight explored factors contributing to the transfer of knowledge learned… (more)

Subjects/Keywords: gifted education; differentiated curriculum; professional development

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APA (6th Edition):

Park, M. A. (2010). Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717

Chicago Manual of Style (16th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717.

MLA Handbook (7th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Web. 06 Jun 2020.

Vancouver:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717.

Council of Science Editors:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717


University of Southern California

14. Noble, James Paul. Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.

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

 This study was conducted in 11 schools across 5 school districts and solicited responses from 20 teachers. This study found a relationship between instructional strategies… (more)

Subjects/Keywords: gifted; middle school; English classes; 7th grade; instructional strategies; gifted students; teacher perceptions; Los Angeles

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APA (6th Edition):

Noble, J. P. (2010). Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362

Chicago Manual of Style (16th Edition):

Noble, James Paul. “Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.” 2010. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362.

MLA Handbook (7th Edition):

Noble, James Paul. “Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.” 2010. Web. 06 Jun 2020.

Vancouver:

Noble JP. Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362.

Council of Science Editors:

Noble JP. Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6362


University of Southern California

15. Dalton, Matt. A school's use of data-driven decision making to affect gifted students' learning.

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

 Public schools are under constant scrutiny and face increased accountability measures as a result of both federal and state mandates. A rise in the use… (more)

Subjects/Keywords: data-driven decision making; DDDM; school improvement; gifted education; gifted students' learning; accountability; analyzing school data

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APA (6th Edition):

Dalton, M. (2009). A school's use of data-driven decision making to affect gifted students' learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/207202/rec/353

Chicago Manual of Style (16th Edition):

Dalton, Matt. “A school's use of data-driven decision making to affect gifted students' learning.” 2009. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/207202/rec/353.

MLA Handbook (7th Edition):

Dalton, Matt. “A school's use of data-driven decision making to affect gifted students' learning.” 2009. Web. 06 Jun 2020.

Vancouver:

Dalton M. A school's use of data-driven decision making to affect gifted students' learning. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/207202/rec/353.

Council of Science Editors:

Dalton M. A school's use of data-driven decision making to affect gifted students' learning. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/207202/rec/353


University of Southern California

16. Lauer, Joanna L. Experts’ perspectives on the application and relevancy of Depth and Complexity to academic disciplines of study.

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

 Depth and Complexity a set of prompts or concepts, represented an approach to curriculum differentiation for gifted students, that originated from a California Department of… (more)

Subjects/Keywords: gifted education; prompts; authentic learning; academic disciplines; Depth and Complexity; differentiation

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

APA (6th Edition):

Lauer, J. L. (2010). Experts’ perspectives on the application and relevancy of Depth and Complexity to academic disciplines of study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338373/rec/2640

Chicago Manual of Style (16th Edition):

Lauer, Joanna L. “Experts’ perspectives on the application and relevancy of Depth and Complexity to academic disciplines of study.” 2010. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338373/rec/2640.

MLA Handbook (7th Edition):

Lauer, Joanna L. “Experts’ perspectives on the application and relevancy of Depth and Complexity to academic disciplines of study.” 2010. Web. 06 Jun 2020.

Vancouver:

Lauer JL. Experts’ perspectives on the application and relevancy of Depth and Complexity to academic disciplines of study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338373/rec/2640.

Council of Science Editors:

Lauer JL. Experts’ perspectives on the application and relevancy of Depth and Complexity to academic disciplines of study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338373/rec/2640


University of Southern California

17. del Rio, Veronica. English-learner representation in special education: impact of pre-referral interventions and assessment practices.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 Disproportionate representation of English-learners (ELs) in special education has been a longstanding challenge and concern. Researchers and practitioners express concern with the appropriateness of the… (more)

Subjects/Keywords: asessment practices with English learners

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

APA (6th Edition):

del Rio, V. (2007). English-learner representation in special education: impact of pre-referral interventions and assessment practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376

Chicago Manual of Style (16th Edition):

del Rio, Veronica. “English-learner representation in special education: impact of pre-referral interventions and assessment practices.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376.

MLA Handbook (7th Edition):

del Rio, Veronica. “English-learner representation in special education: impact of pre-referral interventions and assessment practices.” 2007. Web. 06 Jun 2020.

Vancouver:

del Rio V. English-learner representation in special education: impact of pre-referral interventions and assessment practices. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376.

Council of Science Editors:

del Rio V. English-learner representation in special education: impact of pre-referral interventions and assessment practices. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376


University of Southern California

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

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

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

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

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

APA (6th Edition):

Inman, L. D. (2010). The placement and participation of gifted African American students in advanced academic services: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089

Chicago Manual of Style (16th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089.

MLA Handbook (7th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Web. 06 Jun 2020.

Vancouver:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089.

Council of Science Editors:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089


University of Southern California

19. Behbehani, Sara. The relationship between students’ feelings of belonging to their campus community and racial ethnic identification in undergraduate university students.

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

 The effect of belonging is a psychological need, and if this need is not satisfied it may have negative repercussions for the potential success of… (more)

Subjects/Keywords: campus connectedness; racial-ethnic identification; feelings of belonging; identification; culture

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

APA (6th Edition):

Behbehani, S. (2009). The relationship between students’ feelings of belonging to their campus community and racial ethnic identification in undergraduate university students. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/270361/rec/7158

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

Chicago Manual of Style (16th Edition):

Behbehani, Sara. “The relationship between students’ feelings of belonging to their campus community and racial ethnic identification in undergraduate university students.” 2009. Thesis, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/270361/rec/7158.

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

MLA Handbook (7th Edition):

Behbehani, Sara. “The relationship between students’ feelings of belonging to their campus community and racial ethnic identification in undergraduate university students.” 2009. Web. 06 Jun 2020.

Vancouver:

Behbehani S. The relationship between students’ feelings of belonging to their campus community and racial ethnic identification in undergraduate university students. [Internet] [Thesis]. University of Southern California; 2009. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/270361/rec/7158.

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

Council of Science Editors:

Behbehani S. The relationship between students’ feelings of belonging to their campus community and racial ethnic identification in undergraduate university students. [Thesis]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/270361/rec/7158

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

.