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You searched for +publisher:"University of Southern California" +contributor:("Pensavalle, Margo"). Showing records 1 – 30 of 38 total matches.

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University of Southern California

1. Slabodnik-Rivas, Kathryn. Beginning teachers' perceptions of effective practices used by their mentor.

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

 The purpose of this study was to examine the value of mentoring techniques as perceived by beginning teachers. One specific school district in Southern California(more)

Subjects/Keywords: mentoring techniques; beginning teachers; BTSA; induction; veteran teachers; collaboration; observation and feedback; demonstration and modeling; interactive dialogue; elementary school beginning teachers; retention; increased confidence; interviews

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APA (6th Edition):

Slabodnik-Rivas, K. (2010). Beginning teachers' perceptions of effective practices used by their mentor. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/288003/rec/1055

Chicago Manual of Style (16th Edition):

Slabodnik-Rivas, Kathryn. “Beginning teachers' perceptions of effective practices used by their mentor.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/288003/rec/1055.

MLA Handbook (7th Edition):

Slabodnik-Rivas, Kathryn. “Beginning teachers' perceptions of effective practices used by their mentor.” 2010. Web. 24 Jan 2020.

Vancouver:

Slabodnik-Rivas K. Beginning teachers' perceptions of effective practices used by their mentor. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/288003/rec/1055.

Council of Science Editors:

Slabodnik-Rivas K. Beginning teachers' perceptions of effective practices used by their mentor. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/288003/rec/1055


University of Southern California

2. Martini, Aaron V. Student achievement and teacher effectiveness in an era of heightened accountability.

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

 This present research applies the socio‐cultural theory framework. The current climate in education includes formal emphases on student achievement and teacher performance. Students’ achievements link… (more)

Subjects/Keywords: student achievement; teacher evaluations; teacher effectiveness; teacher accountability; students presenting learning challenges

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APA (6th Edition):

Martini, A. V. (2014). Student achievement and teacher effectiveness in an era of heightened accountability. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6132

Chicago Manual of Style (16th Edition):

Martini, Aaron V. “Student achievement and teacher effectiveness in an era of heightened accountability.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6132.

MLA Handbook (7th Edition):

Martini, Aaron V. “Student achievement and teacher effectiveness in an era of heightened accountability.” 2014. Web. 24 Jan 2020.

Vancouver:

Martini AV. Student achievement and teacher effectiveness in an era of heightened accountability. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6132.

Council of Science Editors:

Martini AV. Student achievement and teacher effectiveness in an era of heightened accountability. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6132


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080.

MLA Handbook (7th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Web. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080.

Council of Science Editors:

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


University of Southern California

4. Peterson, Kent. Connecting parents and schools: examining perceptions and building bridges to a more unified education community.

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

 This qualitative case study utilized sociocultural learning theory to examine the perceptions parents, teachers, and administrators have concerning parent involvement at an urban elementary school.… (more)

Subjects/Keywords: parent involvement; perceptions and attitudes; education communities; parent and teacher communication

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APA (6th Edition):

Peterson, K. (2010). Connecting parents and schools: examining perceptions and building bridges to a more unified education community. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338772/rec/1587

Chicago Manual of Style (16th Edition):

Peterson, Kent. “Connecting parents and schools: examining perceptions and building bridges to a more unified education community.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338772/rec/1587.

MLA Handbook (7th Edition):

Peterson, Kent. “Connecting parents and schools: examining perceptions and building bridges to a more unified education community.” 2010. Web. 24 Jan 2020.

Vancouver:

Peterson K. Connecting parents and schools: examining perceptions and building bridges to a more unified education community. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338772/rec/1587.

Council of Science Editors:

Peterson K. Connecting parents and schools: examining perceptions and building bridges to a more unified education community. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338772/rec/1587


University of Southern California

5. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

6. Creasia, Cathy R. The dynamics of instructional leadership & organizational structure in high performing urban schools.

Degree: EdD, Teacher Leadership, 2014, University of Southern California

 There are many discussions on what can best accomplish the daunting task of increasing educational outcomes for all students, closing the achievement gap is of… (more)

Subjects/Keywords: urban education; instructional leadership; organizational structure; educational equity

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APA (6th Edition):

Creasia, C. R. (2014). The dynamics of instructional leadership & organizational structure in high performing urban schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/404669/rec/6575

Chicago Manual of Style (16th Edition):

Creasia, Cathy R. “The dynamics of instructional leadership & organizational structure in high performing urban schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/404669/rec/6575.

MLA Handbook (7th Edition):

Creasia, Cathy R. “The dynamics of instructional leadership & organizational structure in high performing urban schools.” 2014. Web. 24 Jan 2020.

Vancouver:

Creasia CR. The dynamics of instructional leadership & organizational structure in high performing urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/404669/rec/6575.

Council of Science Editors:

Creasia CR. The dynamics of instructional leadership & organizational structure in high performing urban schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/404669/rec/6575


University of Southern California

7. 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/6355

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6355.

MLA Handbook (7th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Web. 24 Jan 2020.

Vancouver:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6355.

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/6355


University of Southern California

8. 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 (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/7149

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/270361/rec/7149.

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. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/270361/rec/7149.

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/7149

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


University of Southern California

9. Fabienke, Shonika. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.

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

 This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with… (more)

Subjects/Keywords: curriculum; implementation; slippage; Language Arts intervention; prescribed curriculum

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APA (6th Edition):

Fabienke, S. (2012). Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204

Chicago Manual of Style (16th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204.

MLA Handbook (7th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Web. 24 Jan 2020.

Vancouver:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204.

Council of Science Editors:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204


University of Southern California

10. 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/6666

Chicago Manual of Style (16th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6666.

MLA Handbook (7th Edition):

Krogh, Jennifer. “The effects of the models of teaching on student learning.” 2010. Web. 24 Jan 2020.

Vancouver:

Krogh J. The effects of the models of teaching on student learning. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335556/rec/6666.

Council of Science Editors:

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


University of Southern California

11. Weintraub, Daniel. Comparing perceptions between dual language teachers and traditional public school teachers.

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

 As the number of English language learners in our nation’s classrooms has increased, the interest regarding how to effectively support their needs both academically and… (more)

Subjects/Keywords: dual language; English language learner; traditional public school; perceptions

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APA (6th Edition):

Weintraub, D. (2012). Comparing perceptions between dual language teachers and traditional public school teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503

Chicago Manual of Style (16th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

MLA Handbook (7th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Web. 24 Jan 2020.

Vancouver:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

Council of Science Editors:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503


University of Southern California

12. 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/2715

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2715.

MLA Handbook (7th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Web. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2715.

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/2715


University of Southern California

13. 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/6331

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6331.

MLA Handbook (7th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Web. 24 Jan 2020.

Vancouver:

Allphin DM. Teacher application and enactment of models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6331.

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/6331


University of Southern California

14. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

15. Pech, Elda. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.

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

 The educational problem that schools face is the loss of new teachers that leave the field of education with in the first five years of… (more)

Subjects/Keywords: beginning teachers; collaborative support; novice teachers

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APA (6th Edition):

Pech, E. (2009). Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436

Chicago Manual of Style (16th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436.

MLA Handbook (7th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Web. 24 Jan 2020.

Vancouver:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436.

Council of Science Editors:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436


University of Southern California

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

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

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

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

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APA (6th Edition):

Nordyke, A. M. (2011). Models of teaching: indicators influencing teachers' pedagogical choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155

Chicago Manual of Style (16th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 24 Jan 2020.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

Council of Science Editors:

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


University of Southern California

17. Klein, Nina. A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers.

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

 The purpose of the multi-tiered study presented is to compare the effect of credentialing route on the self-efficacy, outcome expectancy, and retention of beginning urban… (more)

Subjects/Keywords: teacher preparation; credentialing route; alternative credentialing; traditional credentialing; TFA; district intern; self-efficacy; outcome expectancy; retention; science teachers; beginning

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APA (6th Edition):

Klein, N. (2009). A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/248012/rec/123

Chicago Manual of Style (16th Edition):

Klein, Nina. “A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers.” 2009. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/248012/rec/123.

MLA Handbook (7th Edition):

Klein, Nina. “A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers.” 2009. Web. 24 Jan 2020.

Vancouver:

Klein N. A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/248012/rec/123.

Council of Science Editors:

Klein N. A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/248012/rec/123


University of Southern California

18. Jang-Tamanaha, Esther Songyi. The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners.

Degree: EdD, Teacher Leadership, 2014, University of Southern California

 As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have… (more)

Subjects/Keywords: culturally and linguistically diverse learners; diversity; English learners; teacher pedagogy; teacher leaders; teacher beliefs; multicultural education; effective teacher leaders

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APA (6th Edition):

Jang-Tamanaha, E. S. (2014). The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449

Chicago Manual of Style (16th Edition):

Jang-Tamanaha, Esther Songyi. “The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449.

MLA Handbook (7th Edition):

Jang-Tamanaha, Esther Songyi. “The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners.” 2014. Web. 24 Jan 2020.

Vancouver:

Jang-Tamanaha ES. The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449.

Council of Science Editors:

Jang-Tamanaha ES. The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449


University of Southern California

19. Canges, Rebecca Lee. Investigating how general education middle school teachers support the social inclusion of students with special needs.

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

 Because of the focus on inclusion in public schools today, the interest regarding how to effectively support students with special needs in the general education… (more)

Subjects/Keywords: social acceptance; social inclusion; middle school; inclusion; students with special needs

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APA (6th Edition):

Canges, R. L. (2010). Investigating how general education middle school teachers support the social inclusion of students with special needs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618

Chicago Manual of Style (16th Edition):

Canges, Rebecca Lee. “Investigating how general education middle school teachers support the social inclusion of students with special needs.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618.

MLA Handbook (7th Edition):

Canges, Rebecca Lee. “Investigating how general education middle school teachers support the social inclusion of students with special needs.” 2010. Web. 24 Jan 2020.

Vancouver:

Canges RL. Investigating how general education middle school teachers support the social inclusion of students with special needs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618.

Council of Science Editors:

Canges RL. Investigating how general education middle school teachers support the social inclusion of students with special needs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618


University of Southern California

20. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

21. 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 (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/2638

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338373/rec/2638.

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. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/338373/rec/2638.

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/2638


University of Southern California

22. Schoenthal, Heather. Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile.

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

 The Comprehensive Accountability Profile (CAP) is an annual measurement of subject matter teacher team performance in California schools; it is derived from publicly available California(more)

Subjects/Keywords: CAP

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APA (6th Edition):

Schoenthal, H. (2014). Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219

Chicago Manual of Style (16th Edition):

Schoenthal, Heather. “Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219.

MLA Handbook (7th Edition):

Schoenthal, Heather. “Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile.” 2014. Web. 24 Jan 2020.

Vancouver:

Schoenthal H. Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219.

Council of Science Editors:

Schoenthal H. Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219


University of Southern California

23. 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 January 24, 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. 24 Jan 2020.

Vancouver:

Hamdan K. Urban mathematics teacher retention. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 24]. 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

24. Whitaker, Amir. Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure.

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

 Large disparities exist in the dropout and incarceration rates of different races, genders, and disabilities. These two phenomena, commonly referred to as the Achievement Gap… (more)

Subjects/Keywords: juvenile justice; special education; African American; incarceration; school engagement; self-efficacy; academic success; achievement gap

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APA (6th Edition):

Whitaker, A. (2011). Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458

Chicago Manual of Style (16th Edition):

Whitaker, Amir. “Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458.

MLA Handbook (7th Edition):

Whitaker, Amir. “Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure.” 2011. Web. 24 Jan 2020.

Vancouver:

Whitaker A. Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458.

Council of Science Editors:

Whitaker A. Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458


University of Southern California

25. 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/6353

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6353.

MLA Handbook (7th Edition):

Noble, James Paul. “Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes.” 2010. Web. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413131/rec/6353.

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/6353


University of Southern California

26. Mack, Janet P. An examination of teacher leadership in public schools.

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

 Distributed leadership alone is not sufficient to bring about the significant changes that are required to improve the quality of teaching and learning in K-12… (more)

Subjects/Keywords: distributed leadership; school culture; teacher leadership; teacher leader standards

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APA (6th Edition):

Mack, J. P. (2014). An examination of teacher leadership in public schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/478666/rec/737

Chicago Manual of Style (16th Edition):

Mack, Janet P. “An examination of teacher leadership in public schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/478666/rec/737.

MLA Handbook (7th Edition):

Mack, Janet P. “An examination of teacher leadership in public schools.” 2014. Web. 24 Jan 2020.

Vancouver:

Mack JP. An examination of teacher leadership in public schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/478666/rec/737.

Council of Science Editors:

Mack JP. An examination of teacher leadership in public schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/478666/rec/737


University of Southern California

27. Decker, Jessica C. Mentoring outcomes in education: the perceived impact for mentors in induction programs.

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

 The purpose of the present study was to investigate perceived mentoring outcomes from the mentor's perspective. One research question with four sub research questions was… (more)

Subjects/Keywords: education; induction; mentoring; outcomes; mentors

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APA (6th Edition):

Decker, J. C. (2008). Mentoring outcomes in education: the perceived impact for mentors in induction programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/198039/rec/4040

Chicago Manual of Style (16th Edition):

Decker, Jessica C. “Mentoring outcomes in education: the perceived impact for mentors in induction programs.” 2008. Doctoral Dissertation, University of Southern California. Accessed January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/198039/rec/4040.

MLA Handbook (7th Edition):

Decker, Jessica C. “Mentoring outcomes in education: the perceived impact for mentors in induction programs.” 2008. Web. 24 Jan 2020.

Vancouver:

Decker JC. Mentoring outcomes in education: the perceived impact for mentors in induction programs. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/198039/rec/4040.

Council of Science Editors:

Decker JC. Mentoring outcomes in education: the perceived impact for mentors in induction programs. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/198039/rec/4040


University of Southern California

28. 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 (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/2373

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2373.

MLA Handbook (7th Edition):

del Rio, Veronica. “English-learner representation in special education: impact of pre-referral interventions and assessment practices.” 2007. Web. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2373.

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/2373


University of Southern California

29. 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/2057

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057.

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. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057.

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/2057


University of Southern California

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

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/6048

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 January 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6048.

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. 24 Jan 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 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6048.

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/6048

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