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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. Whittenburg, Jo Ben. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.

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

 Adaptive e-learning programs represent a potentially powerful technological tool that educators could be utilizing in efforts to provide personalized instruction to students. However, to date,… (more)

Subjects/Keywords: e-learning; adaptive software; personalized learning

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APA (6th Edition):

Whittenburg, J. B. (2011). Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510

Chicago Manual of Style (16th Edition):

Whittenburg, Jo Ben. “Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510.

MLA Handbook (7th Edition):

Whittenburg, Jo Ben. “Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.” 2011. Web. 10 Jul 2020.

Vancouver:

Whittenburg JB. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510.

Council of Science Editors:

Whittenburg JB. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510


University of Southern California

2. 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/6792

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208147/rec/6792.

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. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208147/rec/6792.

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/6792


University of Southern California

3. 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/1378

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1378.

MLA Handbook (7th Edition):

Ferrell, Amanda M. “Classroom social environments, motivational beliefs, and student engagement.” 2012. Web. 10 Jul 2020.

Vancouver:

Ferrell AM. Classroom social environments, motivational beliefs, and student engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1378.

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/1378


University of Southern California

4. 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/2343

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2343.

MLA Handbook (7th Edition):

Smith, Peggy J. “Encouraging student success: turning attention to practitioners and institutions.” 2012. Web. 10 Jul 2020.

Vancouver:

Smith PJ. Encouraging student success: turning attention to practitioners and institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2343.

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/2343


University of Southern California

5. 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/7726

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726.

MLA Handbook (7th Edition):

Ige, Elaine Anita. “Urban teacher persistence: self-efficacy, affect, and values.” 2012. Web. 10 Jul 2020.

Vancouver:

Ige EA. Urban teacher persistence: self-efficacy, affect, and values. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/209826/rec/7726.

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/7726


University of Southern California

6. 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/1425

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1425.

MLA Handbook (7th Edition):

Fujii, Kayoko. “Cognitive pretesting of teachers' beliefs about reading motivation.” 2013. Web. 10 Jul 2020.

Vancouver:

Fujii K. Cognitive pretesting of teachers' beliefs about reading motivation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1425.

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/1425


University of Southern California

7. 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/4559

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4559.

MLA Handbook (7th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Web. 10 Jul 2020.

Vancouver:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4559.

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/4559


University of Southern California

8. 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/7862

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7862.

MLA Handbook (7th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Web. 10 Jul 2020.

Vancouver:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7862.

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/7862


University of Southern California

9. Sha, Saliha L. Sociocultural and motivational factors affecting Asian American females studying physics and engineering in high school.

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

 This quantitative study investigated whether and to what extent the motivational and sociocultural factors affect female Asian American high school physics students’ achievement, their intended… (more)

Subjects/Keywords: gender stereotype; STEM; sociocultural; motivational; Asian American

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APA (6th Edition):

Sha, S. L. (2012). Sociocultural and motivational factors affecting Asian American females studying physics and engineering in high school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25841/rec/5943

Chicago Manual of Style (16th Edition):

Sha, Saliha L. “Sociocultural and motivational factors affecting Asian American females studying physics and engineering in high school.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25841/rec/5943.

MLA Handbook (7th Edition):

Sha, Saliha L. “Sociocultural and motivational factors affecting Asian American females studying physics and engineering in high school.” 2012. Web. 10 Jul 2020.

Vancouver:

Sha SL. Sociocultural and motivational factors affecting Asian American females studying physics and engineering in high school. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25841/rec/5943.

Council of Science Editors:

Sha SL. Sociocultural and motivational factors affecting Asian American females studying physics and engineering in high school. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25841/rec/5943


University of Southern California

10. 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/7894

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7894.

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. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7894.

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/7894


University of Southern California

11. 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/1737

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1737.

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. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1737.

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/1737


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340.

MLA Handbook (7th Edition):

Allphin, Danielle M. “Teacher application and enactment of models of teaching.” 2011. Web. 10 Jul 2020.

Vancouver:

Allphin DM. Teacher application and enactment of models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633248/rec/6340.

Council of Science Editors:

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


University of Southern California

13. 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/7161

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161.

MLA Handbook (7th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Web. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161.

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/7161


University of Southern California

14. 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/2095

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2095.

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. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2095.

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/2095


University of Southern California

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

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

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

Subjects/Keywords: gifted; differentiated curriculum; teaching

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

MLA Handbook (7th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Web. 10 Jul 2020.

Vancouver:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

Council of Science Editors:

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


University of Southern California

16. Parikh, Neha. Saliency based image processing to aid retinal prosthesis recipients.

Degree: PhD, Biomedical Engineering, 2011, University of Southern California

 Diseases like Retinitis Pigmentosa and Age-related Macular Degeneration result in a gradual and progressive loss of photoreceptors leading to blindness. A retinal prosthesis device imparts… (more)

Subjects/Keywords: saliency; retinal prosthesis; image processing; DSP

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APA (6th Edition):

Parikh, N. (2011). Saliency based image processing to aid retinal prosthesis recipients. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/375101/rec/5678

Chicago Manual of Style (16th Edition):

Parikh, Neha. “Saliency based image processing to aid retinal prosthesis recipients.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/375101/rec/5678.

MLA Handbook (7th Edition):

Parikh, Neha. “Saliency based image processing to aid retinal prosthesis recipients.” 2011. Web. 10 Jul 2020.

Vancouver:

Parikh N. Saliency based image processing to aid retinal prosthesis recipients. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/375101/rec/5678.

Council of Science Editors:

Parikh N. Saliency based image processing to aid retinal prosthesis recipients. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/375101/rec/5678


University of Southern California

17. Pradeep, Vivek. Robot vision for the visually impaired.

Degree: PhD, Biomedical Engineering, 2012, University of Southern California

 Vision is one of the primary sensory modalities for humans that assists in performing several life-sustaining and life-enhancing tasks, including the execution of actions such… (more)

Subjects/Keywords: simultaneous localization and mapping; SLAM; stereo; structure from motion; tracking; visual prosthetics; visually impaired; mobility aid; obstacle avoidance; path planning

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APA (6th Edition):

Pradeep, V. (2012). Robot vision for the visually impaired. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435695/rec/5613

Chicago Manual of Style (16th Edition):

Pradeep, Vivek. “Robot vision for the visually impaired.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435695/rec/5613.

MLA Handbook (7th Edition):

Pradeep, Vivek. “Robot vision for the visually impaired.” 2012. Web. 10 Jul 2020.

Vancouver:

Pradeep V. Robot vision for the visually impaired. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435695/rec/5613.

Council of Science Editors:

Pradeep V. Robot vision for the visually impaired. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/435695/rec/5613


University of Southern California

18. 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/3216

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3216.

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. 10 Jul 2020.

Vancouver:

Pierre A. Homework beliefs and practices of middle school teachers in relation to structure-based standards for the English language development content area. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/500354/rec/3216.

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/3216


University of Southern California

19. Sims-Guillory, Shilby. The path of involvement: educational practices of working class African American parents of college students.

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

 Probing in purpose, this study examines the parental involvement practices of working class African-Americans parents during their children's elementary, middle, and high school experiences eventually… (more)

Subjects/Keywords: African American; parent involvement; achievement gap; alternative practices for parent involvement; Epstein'; s framework of six types of parent involvement; working class African American parents; college students

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APA (6th Edition):

Sims-Guillory, S. (2008). The path of involvement: educational practices of working class African American parents of college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060

Chicago Manual of Style (16th Edition):

Sims-Guillory, Shilby. “The path of involvement: educational practices of working class African American parents of college students.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060.

MLA Handbook (7th Edition):

Sims-Guillory, Shilby. “The path of involvement: educational practices of working class African American parents of college students.” 2008. Web. 10 Jul 2020.

Vancouver:

Sims-Guillory S. The path of involvement: educational practices of working class African American parents of college students. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060.

Council of Science Editors:

Sims-Guillory S. The path of involvement: educational practices of working class African American parents of college students. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060


University of Southern California

20. 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/4047

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 July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/198039/rec/4047.

MLA Handbook (7th Edition):

Decker, Jessica C. “Mentoring outcomes in education: the perceived impact for mentors in induction programs.” 2008. Web. 10 Jul 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 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/198039/rec/4047.

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/4047


University of Southern California

21. 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/7069

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7069.

MLA Handbook (7th Edition):

Hsieh, Jerry Yi-Cheng. “The perceived effectiveness of dual language programs at the middle school level.” 2009. Web. 10 Jul 2020.

Vancouver:

Hsieh JY. The perceived effectiveness of dual language programs at the middle school level. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7069.

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/7069


University of Southern California

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

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

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

Subjects/Keywords: gifted education; curriculum and instruction

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ravenna, Georgianna. “Factors influencing gifted students' preferences for models of teaching.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730.

MLA Handbook (7th Edition):

Ravenna, Georgianna. “Factors influencing gifted students' preferences for models of teaching.” 2008. Web. 10 Jul 2020.

Vancouver:

Ravenna G. Factors influencing gifted students' preferences for models of teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/100636/rec/2730.

Council of Science Editors:

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


University of Southern California

23. 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/2722

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2722.

MLA Handbook (7th Edition):

Kojima, Emi. “Factors associated with second language anxiety in adolescents from different cultural backgrounds.” 2009. Web. 10 Jul 2020.

Vancouver:

Kojima E. Factors associated with second language anxiety in adolescents from different cultural backgrounds. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524649/rec/2722.

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/2722


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

MLA Handbook (7th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Web. 10 Jul 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 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

Council of Science Editors:

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


University of Southern California

25. 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/1056

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/288003/rec/1056.

MLA Handbook (7th Edition):

Slabodnik-Rivas, Kathryn. “Beginning teachers' perceptions of effective practices used by their mentor.” 2010. Web. 10 Jul 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 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/288003/rec/1056.

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/1056


University of Southern California

26. Escoffery, Veronica E. Social reproduction theory and parental involvement in Head Start: investigating the parent's perspective.

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

 Myriad studies have focused parental involvement as well as the scholastic and personal benefits accrued to children in preschool through highschool education settngs who have… (more)

Subjects/Keywords: Head Start; parental involvement; social reproduction theory

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APA (6th Edition):

Escoffery, V. E. (2007). Social reproduction theory and parental involvement in Head Start: investigating the parent's perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/493955/rec/5931

Chicago Manual of Style (16th Edition):

Escoffery, Veronica E. “Social reproduction theory and parental involvement in Head Start: investigating the parent's perspective.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/493955/rec/5931.

MLA Handbook (7th Edition):

Escoffery, Veronica E. “Social reproduction theory and parental involvement in Head Start: investigating the parent's perspective.” 2007. Web. 10 Jul 2020.

Vancouver:

Escoffery VE. Social reproduction theory and parental involvement in Head Start: investigating the parent's perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/493955/rec/5931.

Council of Science Editors:

Escoffery VE. Social reproduction theory and parental involvement in Head Start: investigating the parent's perspective. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/493955/rec/5931


University of Southern California

27. 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/5215

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5215.

MLA Handbook (7th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Web. 10 Jul 2020.

Vancouver:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5215.

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/5215


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

MLA Handbook (7th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Web. 10 Jul 2020.

Vancouver:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

Council of Science Editors:

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


University of Southern California

29. 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/3600

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 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3600.

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. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479328/rec/3600.

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/3600


University of Southern California

30. Priest, Michelle Anne. State of laboratory manual instruction in California Community College introductory (non-majors) biology instruction.

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

 College students must complete a life science course prior to graduation for a bachelor's degree. Generally, the course has lecture and laboratory components. It is… (more)

Subjects/Keywords: instruction; biology; laboratory manual

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

APA (6th Edition):

Priest, M. A. (2007). State of laboratory manual instruction in California Community College introductory (non-majors) biology instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/487573/rec/6040

Chicago Manual of Style (16th Edition):

Priest, Michelle Anne. “State of laboratory manual instruction in California Community College introductory (non-majors) biology instruction.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/487573/rec/6040.

MLA Handbook (7th Edition):

Priest, Michelle Anne. “State of laboratory manual instruction in California Community College introductory (non-majors) biology instruction.” 2007. Web. 10 Jul 2020.

Vancouver:

Priest MA. State of laboratory manual instruction in California Community College introductory (non-majors) biology instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/487573/rec/6040.

Council of Science Editors:

Priest MA. State of laboratory manual instruction in California Community College introductory (non-majors) biology instruction. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/487573/rec/6040

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