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You searched for +publisher:"University of Southern California" +contributor:("Ragusa, Gisele"). Showing records 1 – 30 of 65 total matches.

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University of Southern California

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

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

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

Subjects/Keywords: homework beliefs and practices

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pierre, Alex. “Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3211.

MLA Handbook (7th Edition):

Pierre, Alex. “Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area.” 2009. Web. 18 Jul 2019.

Vancouver:

Pierre A. Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3211.

Council of Science Editors:

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kojima, Emi. “Factors associated with second language anxiety in adolescents from different cultural backgrounds.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2720.

MLA Handbook (7th Edition):

Kojima, Emi. “Factors associated with second language anxiety in adolescents from different cultural backgrounds.” 2009. Web. 18 Jul 2019.

Vancouver:

Kojima E. Factors associated with second language anxiety in adolescents from different cultural backgrounds. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2720.

Council of Science Editors:

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


University of Southern California

3. 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 July 18, 2019. 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. 18 Jul 2019.

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 2019 Jul 18]. 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

4. 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 July 18, 2019. 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. 18 Jul 2019.

Vancouver:

Allphin DM. Teacher application and enactment of models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 18]. 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

5. 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 July 18, 2019. 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. 18 Jul 2019.

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 2019 Jul 18]. 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

6. Charles-Johnson, Princess Jasmine. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.

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

 This qualitative study employs three theoretical frameworks as the source of its foundation, covering literature from Acting White, Stereotype Threat and Campus Climate. The purpose… (more)

Subjects/Keywords: college; African American; campus climate; racial campus climate; diversity; diverse university; UDSB; University with a Diverse Student Body; the color line; perceived campus climate; stereotype threat; acting white; university

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APA (6th Edition):

Charles-Johnson, P. J. (2013). Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092

Chicago Manual of Style (16th Edition):

Charles-Johnson, Princess Jasmine. “Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092.

MLA Handbook (7th Edition):

Charles-Johnson, Princess Jasmine. “Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.” 2013. Web. 18 Jul 2019.

Vancouver:

Charles-Johnson PJ. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092.

Council of Science Editors:

Charles-Johnson PJ. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209.

MLA Handbook (7th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Web. 18 Jul 2019.

Vancouver:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209.

Council of Science Editors:

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


University of Southern California

8. Killion, Jenniffer Michelle. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.

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

 Accountability and standards-based reform are buzz words in educational settings today. Much of this is due to the passage of the No Child Left Behind… (more)

Subjects/Keywords: data driven decision making; teacher education; preservice teachers; assessment literacy; data literacy; differentiated instruction

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APA (6th Edition):

Killion, J. M. (2009). Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333

Chicago Manual of Style (16th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333.

MLA Handbook (7th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.” 2009. Web. 18 Jul 2019.

Vancouver:

Killion JM. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333.

Council of Science Editors:

Killion JM. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333


University of Southern California

9. 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 July 18, 2019. 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. 18 Jul 2019.

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 2019 Jul 18]. 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

10. Lopez, Sonja Michelle. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.

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

 This study investigated how teachers at a national public school recently accredited in an international education program identified the changes in their educational pedagogy that… (more)

Subjects/Keywords: international education; global education; multicultural education; teacher education; international baccalaureate; educational accreditation; educational leadership

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APA (6th Edition):

Lopez, S. M. (2010). Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594

Chicago Manual of Style (16th Edition):

Lopez, Sonja Michelle. “Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594.

MLA Handbook (7th Edition):

Lopez, Sonja Michelle. “Internationalizing education: a study of the impact of implementing an international program on an urban elementary school.” 2010. Web. 18 Jul 2019.

Vancouver:

Lopez SM. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594.

Council of Science Editors:

Lopez SM. Internationalizing education: a study of the impact of implementing an international program on an urban elementary school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3594


University of Southern California

11. Hamm, Deborah Lynne. We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families.

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

 Historically, people who are Deaf or Hard of Hearing (DHH) have not succeeded academically. Literacy skills for students with hearing loss are well below average… (more)

Subjects/Keywords: deaf; literacy; families

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APA (6th Edition):

Hamm, D. L. (2010). We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388281/rec/7869

Chicago Manual of Style (16th Edition):

Hamm, Deborah Lynne. “We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388281/rec/7869.

MLA Handbook (7th Edition):

Hamm, Deborah Lynne. “We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families.” 2010. Web. 18 Jul 2019.

Vancouver:

Hamm DL. We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388281/rec/7869.

Council of Science Editors:

Hamm DL. We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388281/rec/7869


University of Southern California

12. Ige, Elaine Anita. Urban teacher persistence: self-efficacy, affect, and values.

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

 The problem of teacher attrition was reviewed and a mixed-method study of motivational characteristics for years of persistence in a teaching career was conducted. Ninety-two… (more)

Subjects/Keywords: teacher attrition; teacher turnover; motivation; persistence; self-efficacy; affect; values; importance; interest

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APA (6th Edition):

Ige, E. A. (2012). Urban teacher persistence: self-efficacy, affect, and values. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7715

Chicago Manual of Style (16th Edition):

Ige, Elaine Anita. “Urban teacher persistence: self-efficacy, affect, and values.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7715.

MLA Handbook (7th Edition):

Ige, Elaine Anita. “Urban teacher persistence: self-efficacy, affect, and values.” 2012. Web. 18 Jul 2019.

Vancouver:

Ige EA. Urban teacher persistence: self-efficacy, affect, and values. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7715.

Council of Science Editors:

Ige EA. Urban teacher persistence: self-efficacy, affect, and values. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7715


University of Southern California

13. Maddox, Richard S. An examination of classroom social environment on motivation and engagement of college early entrant honors students.

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

 This study set out to examine the relationships between the classroom social environment, motivation, engagement and achievement of a group of early entrant Honors students… (more)

Subjects/Keywords: classroom social environment; engagement; motivation; gifted students

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APA (6th Edition):

Maddox, R. S. (2010). An examination of classroom social environment on motivation and engagement of college early entrant honors students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723

Chicago Manual of Style (16th Edition):

Maddox, Richard S. “An examination of classroom social environment on motivation and engagement of college early entrant honors students.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723.

MLA Handbook (7th Edition):

Maddox, Richard S. “An examination of classroom social environment on motivation and engagement of college early entrant honors students.” 2010. Web. 18 Jul 2019.

Vancouver:

Maddox RS. An examination of classroom social environment on motivation and engagement of college early entrant honors students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723.

Council of Science Editors:

Maddox RS. An examination of classroom social environment on motivation and engagement of college early entrant honors students. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723


University of Southern California

14. Pelayo, Icela. Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education.

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

 Literacy is the foundation for high academic achievement and educational attainment; it is critical that young English learners (ELs) become proficient in literacy to facilitate… (more)

Subjects/Keywords: English learners; culturally responsive pedagogy; teacher professional development and coaching; early childhood education; language and literacy development; urban education; multilingual learning context

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APA (6th Edition):

Pelayo, I. (2012). Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734

Chicago Manual of Style (16th Edition):

Pelayo, Icela. “Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734.

MLA Handbook (7th Edition):

Pelayo, Icela. “Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education.” 2012. Web. 18 Jul 2019.

Vancouver:

Pelayo I. Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734.

Council of Science Editors:

Pelayo I. Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734


University of Southern California

15. Grubb, Robert Carl. The relationship between the implementation of a differentiated curriculum and the development of intellectualism.

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

 This study was conducted to explore the perceptions of gifted students and their teachers on the relationship between the implementation of a differentiated curriculum designed… (more)

Subjects/Keywords: gifted education; intellectualism; differentiated curriculum

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APA (6th Edition):

Grubb, R. C. (2011). The relationship between the implementation of a differentiated curriculum and the development of intellectualism. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152

Chicago Manual of Style (16th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152.

MLA Handbook (7th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Web. 18 Jul 2019.

Vancouver:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152.

Council of Science Editors:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152


University of Southern California

16. Tano, Aaron Keao. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.

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

 This study examines the relationship between self-efficacy development with program delivery, and prior experience. The student demographic categories of age, ethnicity, gender, content area, and… (more)

Subjects/Keywords: self-efficacy; self-efficacy development; education; content knowledge; teaching experience; online education; delivery method; technology; program delivery; pre-service teachers; teacher education; classroom management; innovative teaching practice; student engagement; ethnicity

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APA (6th Edition):

Tano, A. K. (2012). What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883

Chicago Manual of Style (16th Edition):

Tano, Aaron Keao. “What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883.

MLA Handbook (7th Edition):

Tano, Aaron Keao. “What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.” 2012. Web. 18 Jul 2019.

Vancouver:

Tano AK. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883.

Council of Science Editors:

Tano AK. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883


University of Southern California

17. 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 July 18, 2019. 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. 18 Jul 2019.

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 2019 Jul 18]. 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

18. Hsieh, Jerry Yi-Cheng. The perceived effectiveness of dual language programs at the middle school level.

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

 Dual language, or two-way immersion (TWI) education has gained popularity in the United States over the past few decades. Although many scholars contend TWI programs… (more)

Subjects/Keywords: TWI; English-Chinese immersion programs; English-Cantonese immersion programs; English learners; dual language programs; two-way immersion programs; bilingual education

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APA (6th Edition):

Hsieh, J. Y. (2009). The perceived effectiveness of dual language programs at the middle school level. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060

Chicago Manual of Style (16th Edition):

Hsieh, Jerry Yi-Cheng. “The perceived effectiveness of dual language programs at the middle school level.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060.

MLA Handbook (7th Edition):

Hsieh, Jerry Yi-Cheng. “The perceived effectiveness of dual language programs at the middle school level.” 2009. Web. 18 Jul 2019.

Vancouver:

Hsieh JY. The perceived effectiveness of dual language programs at the middle school level. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060.

Council of Science Editors:

Hsieh JY. The perceived effectiveness of dual language programs at the middle school level. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060


University of Southern California

19. Ward-Roberts, Virginia. Does data-driven decision making matter for African American students?.

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

 For over 30 years African American students' have been disproportionately placed in special education programs. Because of the heightened pressures of NCLB, data driven decision… (more)

Subjects/Keywords: data-driven decision making; African American students and data use; data use in general and special education classrooms with African American students; the uses of various forms of assessment data with African American students (e.g., benchmarks, standardized, teacher-made, bi-weekly, informal); data use and teachers' instructional practices

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APA (6th Edition):

Ward-Roberts, V. (2009). Does data-driven decision making matter for African American students?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084

Chicago Manual of Style (16th Edition):

Ward-Roberts, Virginia. “Does data-driven decision making matter for African American students?.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084.

MLA Handbook (7th Edition):

Ward-Roberts, Virginia. “Does data-driven decision making matter for African American students?.” 2009. Web. 18 Jul 2019.

Vancouver:

Ward-Roberts V. Does data-driven decision making matter for African American students?. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084.

Council of Science Editors:

Ward-Roberts V. Does data-driven decision making matter for African American students?. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084


University of Southern California

20. 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 July 18, 2019. 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. 18 Jul 2019.

Vancouver:

Slabodnik-Rivas K. Beginning teachers' perceptions of effective practices used by their mentor. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 18]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552.

MLA Handbook (7th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Web. 18 Jul 2019.

Vancouver:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552.

Council of Science Editors:

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


University of Southern California

22. Smith, Peggy J. Encouraging student success: turning attention to practitioners and institutions.

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

 This study is part of a larger design experiment that involves various community colleges and universities in California and across the nation. Tools and processes… (more)

Subjects/Keywords: equity; ethnicity; race; action research; developmental evaluation

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APA (6th Edition):

Smith, P. J. (2012). Encouraging student success: turning attention to practitioners and institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340

Chicago Manual of Style (16th Edition):

Smith, Peggy J. “Encouraging student success: turning attention to practitioners and institutions.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340.

MLA Handbook (7th Edition):

Smith, Peggy J. “Encouraging student success: turning attention to practitioners and institutions.” 2012. Web. 18 Jul 2019.

Vancouver:

Smith PJ. Encouraging student success: turning attention to practitioners and institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340.

Council of Science Editors:

Smith PJ. Encouraging student success: turning attention to practitioners and institutions. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340


University of Southern California

23. Park, Jihyun. Home literacy practices of the immigrant Korean families in the United States of America.

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

 This descriptive study documents the home literacy experience of Korean immigrant families. By exploring the impact immigration has upon individuals in a new culture, this… (more)

Subjects/Keywords: home literacy practices

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APA (6th Edition):

Park, J. (2010). Home literacy practices of the immigrant Korean families in the United States of America. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82793/rec/3208

Chicago Manual of Style (16th Edition):

Park, Jihyun. “Home literacy practices of the immigrant Korean families in the United States of America.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82793/rec/3208.

MLA Handbook (7th Edition):

Park, Jihyun. “Home literacy practices of the immigrant Korean families in the United States of America.” 2010. Web. 18 Jul 2019.

Vancouver:

Park J. Home literacy practices of the immigrant Korean families in the United States of America. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82793/rec/3208.

Council of Science Editors:

Park J. Home literacy practices of the immigrant Korean families in the United States of America. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82793/rec/3208


University of Southern California

24. Guirguis, Nancy. The impact of an empowerment education intervention on efficacy, community involvement, and physiological health outcomes for overweight and obese minority youth.

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

 Obesity continues to rise in the United States. Childhood and adolescent obesity rates have increased rapidly, particularly for Latino and African American youth. Two groups… (more)

Subjects/Keywords: efficacy; health education; empowerment; obesity; community

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APA (6th Edition):

Guirguis, N. (2012). The impact of an empowerment education intervention on efficacy, community involvement, and physiological health outcomes for overweight and obese minority youth. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208147/rec/6783

Chicago Manual of Style (16th Edition):

Guirguis, Nancy. “The impact of an empowerment education intervention on efficacy, community involvement, and physiological health outcomes for overweight and obese minority youth.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208147/rec/6783.

MLA Handbook (7th Edition):

Guirguis, Nancy. “The impact of an empowerment education intervention on efficacy, community involvement, and physiological health outcomes for overweight and obese minority youth.” 2012. Web. 18 Jul 2019.

Vancouver:

Guirguis N. The impact of an empowerment education intervention on efficacy, community involvement, and physiological health outcomes for overweight and obese minority youth. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208147/rec/6783.

Council of Science Editors:

Guirguis N. The impact of an empowerment education intervention on efficacy, community involvement, and physiological health outcomes for overweight and obese minority youth. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208147/rec/6783


University of Southern California

25. Lemos, Laura. Voices of adult Latinos with physical disabilities and their families.

Degree: EdD, Education (Leadership), 2016, University of Southern California

 The civil rights issue of the twentieth century results from in education inequities individuals with disabilities face as a result of the use of the… (more)

Subjects/Keywords: physical disability; language; intersectionality; language acquisition; second language learner; English language learner; cerebral palsy; spinal bifida; opportunity brokers; critical race theory

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APA (6th Edition):

Lemos, L. (2016). Voices of adult Latinos with physical disabilities and their families. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851

Chicago Manual of Style (16th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

MLA Handbook (7th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Web. 18 Jul 2019.

Vancouver:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

Council of Science Editors:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Doctoral Dissertation]. University of Southern California; 2016. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851


University of Southern California

26. Ferrell, Amanda M. Classroom social environments, motivational beliefs, and student engagement.

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

 This study examines the relationship between features of the social classroom environment (teacher support, student support, teacher promotion of interaction) and three types of student… (more)

Subjects/Keywords: motivation; student engagement; mathematics; motivational beliefs; classroom environment

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APA (6th Edition):

Ferrell, A. M. (2012). Classroom social environments, motivational beliefs, and student engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375

Chicago Manual of Style (16th Edition):

Ferrell, Amanda M. “Classroom social environments, motivational beliefs, and student engagement.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375.

MLA Handbook (7th Edition):

Ferrell, Amanda M. “Classroom social environments, motivational beliefs, and student engagement.” 2012. Web. 18 Jul 2019.

Vancouver:

Ferrell AM. Classroom social environments, motivational beliefs, and student engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375.

Council of Science Editors:

Ferrell AM. Classroom social environments, motivational beliefs, and student engagement. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375


University of Southern California

27. Fujii, Kayoko. Cognitive pretesting of teachers' beliefs about reading motivation.

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

 The present study sought to further establish the validity evidence of the newly developed Teachers’ Beliefs about Students’ Motivation for Reading Questionnaire by evaluating the… (more)

Subjects/Keywords: cognitive pretesting; cognitive validity; teachers' beliefs; reading motivation

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APA (6th Edition):

Fujii, K. (2013). Cognitive pretesting of teachers' beliefs about reading motivation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422

Chicago Manual of Style (16th Edition):

Fujii, Kayoko. “Cognitive pretesting of teachers' beliefs about reading motivation.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422.

MLA Handbook (7th Edition):

Fujii, Kayoko. “Cognitive pretesting of teachers' beliefs about reading motivation.” 2013. Web. 18 Jul 2019.

Vancouver:

Fujii K. Cognitive pretesting of teachers' beliefs about reading motivation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422.

Council of Science Editors:

Fujii K. Cognitive pretesting of teachers' beliefs about reading motivation. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422


University of Southern California

28. 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 July 18, 2019. 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. 18 Jul 2019.

Vancouver:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 18]. 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

29. 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/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 July 18, 2019. 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. 18 Jul 2019.

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 2019 Jul 18]. 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

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Reese, Julie Ann. “The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/274992/rec/6632.

MLA Handbook (7th Edition):

Reese, Julie Ann. “The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology.” 2009. Web. 18 Jul 2019.

Vancouver:

Reese JA. The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/274992/rec/6632.

Council of Science Editors:

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

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