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You searched for +publisher:"University of Southern California" +contributor:("Robles, Darline P."). Showing records 1 – 17 of 17 total matches.

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University of Southern California

1. Avila, Carlos. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.

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

 Long-term English learners (LTEL) are students who have attended U.S. schools 6 or more years, but have failed to attain academic and language proficiency. The… (more)

Subjects/Keywords: English learners; long-term English learners; English learners secondary school; English learners high school; goal alignment at secondary schools; gap analysis; systemic support of English learners; goal communication

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APA (6th Edition):

Avila, C. (2013). A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

Chicago Manual of Style (16th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

MLA Handbook (7th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Web. 28 Mar 2020.

Vancouver:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

Council of Science Editors:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60


University of Southern California

2. Palisoc, Randolph P. The effect of reading proficiency on student success in online credit recovery programs.

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

 This qualitative study applied the theory that reading skills are predictive of high school graduation to examine the impact that reading proficiency has on student… (more)

Subjects/Keywords: online credit recovery; credit recovery; reading proficiency; reading; high school dropout; dropout; high school reading

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APA (6th Edition):

Palisoc, R. P. (2013). The effect of reading proficiency on student success in online credit recovery programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234912/rec/6612

Chicago Manual of Style (16th Edition):

Palisoc, Randolph P. “The effect of reading proficiency on student success in online credit recovery programs.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234912/rec/6612.

MLA Handbook (7th Edition):

Palisoc, Randolph P. “The effect of reading proficiency on student success in online credit recovery programs.” 2013. Web. 28 Mar 2020.

Vancouver:

Palisoc RP. The effect of reading proficiency on student success in online credit recovery programs. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234912/rec/6612.

Council of Science Editors:

Palisoc RP. The effect of reading proficiency on student success in online credit recovery programs. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234912/rec/6612


University of Southern California

3. Rainey, Christie A. Addressing college readiness through a positive deviance framework.

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

 This exploratory study utilized a positive deviance theoretical framework to unveil the challenges faced by students preparing for college, as well as the strategies used… (more)

Subjects/Keywords: college-going culture; college readiness; learning strategies; positive deviance; self-regulatory strategies; support systems

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APA (6th Edition):

Rainey, C. A. (2012). Addressing college readiness through a positive deviance framework. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522

Chicago Manual of Style (16th Edition):

Rainey, Christie A. “Addressing college readiness through a positive deviance framework.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522.

MLA Handbook (7th Edition):

Rainey, Christie A. “Addressing college readiness through a positive deviance framework.” 2012. Web. 28 Mar 2020.

Vancouver:

Rainey CA. Addressing college readiness through a positive deviance framework. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522.

Council of Science Editors:

Rainey CA. Addressing college readiness through a positive deviance framework. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522


University of Southern California

4. MacArthur, Tracy. Women and the superintendency: characteristics of and barriers encountered by female superintendents in California.

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

 Though women constitute the majority of the teacher workforce, historically, they have been underrepresented in the school superintendency. And although California boasts higher percentages of… (more)

Subjects/Keywords: women; superintendents; California; characteristics; barriers; mentors

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APA (6th Edition):

MacArthur, T. (2010). Women and the superintendency: characteristics of and barriers encountered by female superintendents in California. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309597/rec/7949

Chicago Manual of Style (16th Edition):

MacArthur, Tracy. “Women and the superintendency: characteristics of and barriers encountered by female superintendents in California.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309597/rec/7949.

MLA Handbook (7th Edition):

MacArthur, Tracy. “Women and the superintendency: characteristics of and barriers encountered by female superintendents in California.” 2010. Web. 28 Mar 2020.

Vancouver:

MacArthur T. Women and the superintendency: characteristics of and barriers encountered by female superintendents in California. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309597/rec/7949.

Council of Science Editors:

MacArthur T. Women and the superintendency: characteristics of and barriers encountered by female superintendents in California. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309597/rec/7949


University of Southern California

5. Olesniewicz, Julie. Balancing work and family: how female superintendents succeed at work and life.

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

 Women leaders in education struggle to balance work and family life. Historically, this struggle has stemmed from attempts to manage societal expectations of balancing work… (more)

Subjects/Keywords: balance; female superintendents; family

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APA (6th Edition):

Olesniewicz, J. (2012). Balancing work and family: how female superintendents succeed at work and life. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/16039/rec/1026

Chicago Manual of Style (16th Edition):

Olesniewicz, Julie. “Balancing work and family: how female superintendents succeed at work and life.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/16039/rec/1026.

MLA Handbook (7th Edition):

Olesniewicz, Julie. “Balancing work and family: how female superintendents succeed at work and life.” 2012. Web. 28 Mar 2020.

Vancouver:

Olesniewicz J. Balancing work and family: how female superintendents succeed at work and life. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/16039/rec/1026.

Council of Science Editors:

Olesniewicz J. Balancing work and family: how female superintendents succeed at work and life. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/16039/rec/1026


University of Southern California

6. Blanco, Elizabeth J. A case study in reform: implementation strategies of one urban superintendent.

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

 Superintendents are called to increase student performance and meet the high expectations of multiple accountability systems. This study evaluates the reform strategies selected by a… (more)

Subjects/Keywords: entry plan; reform strategies; strategic plan; superintendent; system coherence; urban school leadership

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APA (6th Edition):

Blanco, E. J. (2009). A case study in reform: implementation strategies of one urban superintendent. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210205/rec/72

Chicago Manual of Style (16th Edition):

Blanco, Elizabeth J. “A case study in reform: implementation strategies of one urban superintendent.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210205/rec/72.

MLA Handbook (7th Edition):

Blanco, Elizabeth J. “A case study in reform: implementation strategies of one urban superintendent.” 2009. Web. 28 Mar 2020.

Vancouver:

Blanco EJ. A case study in reform: implementation strategies of one urban superintendent. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210205/rec/72.

Council of Science Editors:

Blanco EJ. A case study in reform: implementation strategies of one urban superintendent. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210205/rec/72


University of Southern California

7. Bealer, David E. Promoting student achievement: a case study of change actions employed by an urban school superintendent.

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

 The purpose of this study was to examine the change strategies and actions taken by an urban district superintendent to improve student achievement. In a… (more)

Subjects/Keywords: achievement; leadership; preparation; strategies; student; superintendent; reform

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APA (6th Edition):

Bealer, D. E. (2010). Promoting student achievement: a case study of change actions employed by an urban school superintendent. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413801/rec/5277

Chicago Manual of Style (16th Edition):

Bealer, David E. “Promoting student achievement: a case study of change actions employed by an urban school superintendent.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413801/rec/5277.

MLA Handbook (7th Edition):

Bealer, David E. “Promoting student achievement: a case study of change actions employed by an urban school superintendent.” 2010. Web. 28 Mar 2020.

Vancouver:

Bealer DE. Promoting student achievement: a case study of change actions employed by an urban school superintendent. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413801/rec/5277.

Council of Science Editors:

Bealer DE. Promoting student achievement: a case study of change actions employed by an urban school superintendent. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/413801/rec/5277


University of Southern California

8. Bugarin, Merle Ann. A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence.

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

 LTELs are students that have been classified as English learners for six or more years and have failed to make progress towards English proficiency. This… (more)

Subjects/Keywords: gap analysis; cultural proficiency; teacher collaboration; long term English learners; critical reflection; professional learning communities

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APA (6th Edition):

Bugarin, M. A. (2013). A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59

Chicago Manual of Style (16th Edition):

Bugarin, Merle Ann. “A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59.

MLA Handbook (7th Edition):

Bugarin, Merle Ann. “A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence.” 2013. Web. 28 Mar 2020.

Vancouver:

Bugarin MA. A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59.

Council of Science Editors:

Bugarin MA. A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ostermann, Daniel Fisher. “Arts integration for standard English learners: implications for learning academic language.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917.

MLA Handbook (7th Edition):

Ostermann, Daniel Fisher. “Arts integration for standard English learners: implications for learning academic language.” 2015. Web. 28 Mar 2020.

Vancouver:

Ostermann DF. Arts integration for standard English learners: implications for learning academic language. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917.

Council of Science Editors:

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


University of Southern California

10. Shah, Julie Arvind. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options.

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

 Long-term English learners (LTEL) have been in U.S. schools for 6+ years, but schools have failed to get these children to academic proficiency. The LTELs… (more)

Subjects/Keywords: English language learners; gap analysis; long-term English learners; mainstreaming; teaching strategies

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APA (6th Edition):

Shah, J. A. (2013). A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61

Chicago Manual of Style (16th Edition):

Shah, Julie Arvind. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61.

MLA Handbook (7th Edition):

Shah, Julie Arvind. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options.” 2013. Web. 28 Mar 2020.

Vancouver:

Shah JA. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61.

Council of Science Editors:

Shah JA. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61


University of Southern California

11. Salazar, Roberto, Jr. Superintendent's leverage: a case study of strategies utilized by an urban school district superintendent to improve student achievement.

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

 The purpose of this study was to understand how a superintendent utilized reform strategies to create systemic change throughout the district to positively affect student… (more)

Subjects/Keywords: superintendent; leadership; school/district improvement; reform strategies; change levers; district systemic change; student achievement

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APA (6th Edition):

Salazar, Roberto, J. (2009). Superintendent's leverage: a case study of strategies utilized by an urban school district superintendent to improve student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/217226/rec/6211

Chicago Manual of Style (16th Edition):

Salazar, Roberto, Jr. “Superintendent's leverage: a case study of strategies utilized by an urban school district superintendent to improve student achievement.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/217226/rec/6211.

MLA Handbook (7th Edition):

Salazar, Roberto, Jr. “Superintendent's leverage: a case study of strategies utilized by an urban school district superintendent to improve student achievement.” 2009. Web. 28 Mar 2020.

Vancouver:

Salazar, Roberto J. Superintendent's leverage: a case study of strategies utilized by an urban school district superintendent to improve student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/217226/rec/6211.

Council of Science Editors:

Salazar, Roberto J. Superintendent's leverage: a case study of strategies utilized by an urban school district superintendent to improve student achievement. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/217226/rec/6211


University of Southern California

12. Chavez, Verónica. ¡Si se puede! how Latina principals successfully balance work and family life.

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

 Women leaders in education have historically struggled to balance work and family life because of societal expectations that they are to prioritize the home and… (more)

Subjects/Keywords: Latinas; school administration

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APA (6th Edition):

Chavez, V. (2012). ¡Si se puede! how Latina principals successfully balance work and family life. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/15765/rec/5840

Chicago Manual of Style (16th Edition):

Chavez, Verónica. “¡Si se puede! how Latina principals successfully balance work and family life.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/15765/rec/5840.

MLA Handbook (7th Edition):

Chavez, Verónica. “¡Si se puede! how Latina principals successfully balance work and family life.” 2012. Web. 28 Mar 2020.

Vancouver:

Chavez V. ¡Si se puede! how Latina principals successfully balance work and family life. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/15765/rec/5840.

Council of Science Editors:

Chavez V. ¡Si se puede! how Latina principals successfully balance work and family life. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/15765/rec/5840


University of Southern California

13. Chang, Sinae Lee. A case study of the instructional leader's role in leading change: preparing for the implementation of Common Core State Standards in elementary schools.

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

 This study applies the leadership and instructional leadership theories to understand the role of the instructional leader in leading change through a case study of… (more)

Subjects/Keywords: Common Core State Standards; implementation of CCSS; instructional leaders; leadership styles and strategies; leading change; principals implementing CCSS

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APA (6th Edition):

Chang, S. L. (2014). A case study of the instructional leader's role in leading change: preparing for the implementation of Common Core State Standards in elementary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/447692/rec/84

Chicago Manual of Style (16th Edition):

Chang, Sinae Lee. “A case study of the instructional leader's role in leading change: preparing for the implementation of Common Core State Standards in elementary schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/447692/rec/84.

MLA Handbook (7th Edition):

Chang, Sinae Lee. “A case study of the instructional leader's role in leading change: preparing for the implementation of Common Core State Standards in elementary schools.” 2014. Web. 28 Mar 2020.

Vancouver:

Chang SL. A case study of the instructional leader's role in leading change: preparing for the implementation of Common Core State Standards in elementary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/447692/rec/84.

Council of Science Editors:

Chang SL. A case study of the instructional leader's role in leading change: preparing for the implementation of Common Core State Standards in elementary schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/447692/rec/84


University of Southern California

14. Murphy, Kristen K. Reform strategies implemented to increase student achievement: a case study of superintendent actions.

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

 The purpose of this study is to discover what actions superintendents are taking to improve student achievement, and specifically to understand the impact of ten… (more)

Subjects/Keywords: superintendent; reform strategies

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APA (6th Edition):

Murphy, K. K. (2009). Reform strategies implemented to increase student achievement: a case study of superintendent actions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/245073/rec/5467

Chicago Manual of Style (16th Edition):

Murphy, Kristen K. “Reform strategies implemented to increase student achievement: a case study of superintendent actions.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/245073/rec/5467.

MLA Handbook (7th Edition):

Murphy, Kristen K. “Reform strategies implemented to increase student achievement: a case study of superintendent actions.” 2009. Web. 28 Mar 2020.

Vancouver:

Murphy KK. Reform strategies implemented to increase student achievement: a case study of superintendent actions. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/245073/rec/5467.

Council of Science Editors:

Murphy KK. Reform strategies implemented to increase student achievement: a case study of superintendent actions. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/245073/rec/5467


University of Southern California

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

MLA Handbook (7th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Web. 28 Mar 2020.

Vancouver:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

Council of Science Editors:

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


University of Southern California

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mateo-Gaxiola, Xiomara. “The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467176/rec/7166.

MLA Handbook (7th Edition):

Mateo-Gaxiola, Xiomara. “The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy.” 2014. Web. 28 Mar 2020.

Vancouver:

Mateo-Gaxiola X. The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467176/rec/7166.

Council of Science Editors:

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


University of Southern California

17. O'Malley, Dustin Richard. Urban superintendents and their selection of successful elementary school principals.

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

 Urban superintendents are hired and commissioned to raise student achievement, especially for students who have been traditionally underserved by underperforming public schools. Site principals have… (more)

Subjects/Keywords: education; principals; hiring; elementary school; superintendent

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

APA (6th Edition):

O'Malley, D. R. (2011). Urban superintendents and their selection of successful elementary school principals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/215858/rec/7714

Chicago Manual of Style (16th Edition):

O'Malley, Dustin Richard. “Urban superintendents and their selection of successful elementary school principals.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/215858/rec/7714.

MLA Handbook (7th Edition):

O'Malley, Dustin Richard. “Urban superintendents and their selection of successful elementary school principals.” 2011. Web. 28 Mar 2020.

Vancouver:

O'Malley DR. Urban superintendents and their selection of successful elementary school principals. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Mar 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/215858/rec/7714.

Council of Science Editors:

O'Malley DR. Urban superintendents and their selection of successful elementary school principals. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/215858/rec/7714

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