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You searched for +publisher:"University of Southern California" +contributor:("Rousseau, Sylvia G."). Showing records 1 – 30 of 70 total matches.

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University of Southern California

1. Suh, Rita. First and second grade teachers' knowledge and perceptions about African American language speakers.

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

 The purpose of this case study was to explore first and second grade teachers’ knowledge and perceptions of African American Language (AAL) and its speakers,… (more)

Subjects/Keywords: African American language; elementary; teachers' knowledge and perceptions; African American students; discourse; instructional practices

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APA (6th Edition):

Suh, R. (2015). First and second grade teachers' knowledge and perceptions about African American language speakers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821

Chicago Manual of Style (16th Edition):

Suh, Rita. “First and second grade teachers' knowledge and perceptions about African American language speakers.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821.

MLA Handbook (7th Edition):

Suh, Rita. “First and second grade teachers' knowledge and perceptions about African American language speakers.” 2015. Web. 18 Feb 2020.

Vancouver:

Suh R. First and second grade teachers' knowledge and perceptions about African American language speakers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821.

Council of Science Editors:

Suh R. First and second grade teachers' knowledge and perceptions about African American language speakers. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821


University of Southern California

2. Geronimo, Marianne G. Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction.

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

 The purpose of this study was to examine the impact of teacher education and professional development on teachers’ perceptions of efficacy with providing effective English… (more)

Subjects/Keywords: teacher efficacy; English learners; teacher education; professional development

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APA (6th Edition):

Geronimo, M. G. (2015). Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221

Chicago Manual of Style (16th Edition):

Geronimo, Marianne G. “Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221.

MLA Handbook (7th Edition):

Geronimo, Marianne G. “Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction.” 2015. Web. 18 Feb 2020.

Vancouver:

Geronimo MG. Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221.

Council of Science Editors:

Geronimo MG. Support for English learners: an examination of the impact of teacher education and professional development on teacher efficacy and English language instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/555563/rec/6221


University of Southern California

3. Zamor, Eliza. Standards based reflection as a means of enabling teacher learning.

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

 The purpose of this study was to investigate the impact of a standards based reflective process on the learning of four teachers with varying years… (more)

Subjects/Keywords: reflection; standards; teacher learning

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APA (6th Edition):

Zamor, E. (2009). Standards based reflection as a means of enabling teacher learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028

Chicago Manual of Style (16th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028.

MLA Handbook (7th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Web. 18 Feb 2020.

Vancouver:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028.

Council of Science Editors:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028


University of Southern California

4. Espinoza, Ana Corina Soto. The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.

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

 The purpose of this study is to examine how a communities, K-12 schools, and universities can co-construct partnerships in the first year of formation in… (more)

Subjects/Keywords: partnerships; learner identity; adult agents; urban youth

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APA (6th Edition):

Espinoza, A. C. S. (2009). The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200

Chicago Manual of Style (16th Edition):

Espinoza, Ana Corina Soto. “The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200.

MLA Handbook (7th Edition):

Espinoza, Ana Corina Soto. “The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.” 2009. Web. 18 Feb 2020.

Vancouver:

Espinoza ACS. The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200.

Council of Science Editors:

Espinoza ACS. The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200


University of Southern California

5. Avila, Michelle. Co-constructing community, school, university partnerships for urban school transformation.

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

 Low student achievement has been a concern statewide, especially in urban, high minority areas. Many schools have formed partnerships attempting to increase student achievement. Though… (more)

Subjects/Keywords: partnerships; co-construction

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APA (6th Edition):

Avila, M. (2009). Co-constructing community, school, university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/566513/rec/1411

Chicago Manual of Style (16th Edition):

Avila, Michelle. “Co-constructing community, school, university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/566513/rec/1411.

MLA Handbook (7th Edition):

Avila, Michelle. “Co-constructing community, school, university partnerships for urban school transformation.” 2009. Web. 18 Feb 2020.

Vancouver:

Avila M. Co-constructing community, school, university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/566513/rec/1411.

Council of Science Editors:

Avila M. Co-constructing community, school, university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/566513/rec/1411


University of Southern California

6. Mitchell, Gerald L., Jr. An analysis of co-construction and cultural models in an urban school: the year 2 study of a school-community-University partnership.

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

 The challenges surrounding urban education in the United States are seemingly insurmountable for some schools and school districts. As a result, many engage in partnerships… (more)

Subjects/Keywords: co-constructive partnerships; cultural model; small learning communities; university partnerships; community partnerships; school partnerships; school; community and university partnerships; student achievement

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APA (6th Edition):

Mitchell, Gerald L., J. (2011). An analysis of co-construction and cultural models in an urban school: the year 2 study of a school-community-University partnership. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628718/rec/667

Chicago Manual of Style (16th Edition):

Mitchell, Gerald L., Jr. “An analysis of co-construction and cultural models in an urban school: the year 2 study of a school-community-University partnership.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628718/rec/667.

MLA Handbook (7th Edition):

Mitchell, Gerald L., Jr. “An analysis of co-construction and cultural models in an urban school: the year 2 study of a school-community-University partnership.” 2011. Web. 18 Feb 2020.

Vancouver:

Mitchell, Gerald L. J. An analysis of co-construction and cultural models in an urban school: the year 2 study of a school-community-University partnership. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628718/rec/667.

Council of Science Editors:

Mitchell, Gerald L. J. An analysis of co-construction and cultural models in an urban school: the year 2 study of a school-community-University partnership. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628718/rec/667


University of Southern California

7. Kim, Jeffrey S. Co-constructing community, school, and university partnerships for urban school transformation.

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

 This study has examined the first year of an emerging community, school, and university partnership engaged in a process of co-constructing as a means of… (more)

Subjects/Keywords: co-construction; dialogue; dialogic; community; school; university; partnerships; urban school

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APA (6th Edition):

Kim, J. S. (2009). Co-constructing community, school, and university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571054/rec/1407

Chicago Manual of Style (16th Edition):

Kim, Jeffrey S. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571054/rec/1407.

MLA Handbook (7th Edition):

Kim, Jeffrey S. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Web. 18 Feb 2020.

Vancouver:

Kim JS. Co-constructing community, school, and university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571054/rec/1407.

Council of Science Editors:

Kim JS. Co-constructing community, school, and university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/571054/rec/1407


University of Southern California

8. Fine, Juliet N. Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization.

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

 The purpose of the study was to examine a school site that teaches and measures 21st Century skills while holding up to accountability standards set… (more)

Subjects/Keywords: 21st century skills; academic achievement; college readiness; culture; leadership; professional development

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APA (6th Edition):

Fine, J. N. (2010). Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/339937/rec/7615

Chicago Manual of Style (16th Edition):

Fine, Juliet N. “Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/339937/rec/7615.

MLA Handbook (7th Edition):

Fine, Juliet N. “Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization.” 2010. Web. 18 Feb 2020.

Vancouver:

Fine JN. Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/339937/rec/7615.

Council of Science Editors:

Fine JN. Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/339937/rec/7615


University of Southern California

9. Powell, Millicent. An investigation of culturally responsive teaching using James Banks' Five dimensions of multicultural education: a case study.

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

 Within this research project, a single school unit which subscribes to culturally responsive teaching practices was studied. Teaching practices were analyzed within the context of… (more)

Subjects/Keywords: education

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APA (6th Edition):

Powell, M. (2009). An investigation of culturally responsive teaching using James Banks' Five dimensions of multicultural education: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/404689/rec/775

Chicago Manual of Style (16th Edition):

Powell, Millicent. “An investigation of culturally responsive teaching using James Banks' Five dimensions of multicultural education: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/404689/rec/775.

MLA Handbook (7th Edition):

Powell, Millicent. “An investigation of culturally responsive teaching using James Banks' Five dimensions of multicultural education: a case study.” 2009. Web. 18 Feb 2020.

Vancouver:

Powell M. An investigation of culturally responsive teaching using James Banks' Five dimensions of multicultural education: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/404689/rec/775.

Council of Science Editors:

Powell M. An investigation of culturally responsive teaching using James Banks' Five dimensions of multicultural education: a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/404689/rec/775


University of Southern California

10. Anthony, Shuntell L. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.

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

 Educational reform in large urban school districts has produced little success among African American students. From the implementation of Brown vs. Board of Education Topeka… (more)

Subjects/Keywords: urban schools; partnership; academic achievement; African American students

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APA (6th Edition):

Anthony, S. L. (2011). Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974

Chicago Manual of Style (16th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974.

MLA Handbook (7th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Web. 18 Feb 2020.

Vancouver:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974.

Council of Science Editors:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974


University of Southern California

11. Wooldridge, Nina Denise. A process for co-constructing community-school-university partnerships to transform an urban high school and widen the post-secondary opportunities for urban youth.

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

 Despite numerous efforts among American public schools to raise student achievement and widen the higher education trajectory for low-income minority youth, the reality remains—there are… (more)

Subjects/Keywords: co-constructed partnerships; community-school-university partnerships; new cultural model

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APA (6th Edition):

Wooldridge, N. D. (2009). A process for co-constructing community-school-university partnerships to transform an urban high school and widen the post-secondary opportunities for urban youth. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570529/rec/310

Chicago Manual of Style (16th Edition):

Wooldridge, Nina Denise. “A process for co-constructing community-school-university partnerships to transform an urban high school and widen the post-secondary opportunities for urban youth.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570529/rec/310.

MLA Handbook (7th Edition):

Wooldridge, Nina Denise. “A process for co-constructing community-school-university partnerships to transform an urban high school and widen the post-secondary opportunities for urban youth.” 2009. Web. 18 Feb 2020.

Vancouver:

Wooldridge ND. A process for co-constructing community-school-university partnerships to transform an urban high school and widen the post-secondary opportunities for urban youth. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570529/rec/310.

Council of Science Editors:

Wooldridge ND. A process for co-constructing community-school-university partnerships to transform an urban high school and widen the post-secondary opportunities for urban youth. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/570529/rec/310


University of Southern California

12. Woodyard, Savina M. Co-constructing community, school and university partnerships for urban school transformation: Year two.

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

 Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities,… (more)

Subjects/Keywords: partnership; co-construction; urban school; transformation; parental engagement

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APA (6th Edition):

Woodyard, S. M. (2011). Co-constructing community, school and university partnerships for urban school transformation: Year two. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/467613/rec/1406

Chicago Manual of Style (16th Edition):

Woodyard, Savina M. “Co-constructing community, school and university partnerships for urban school transformation: Year two.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/467613/rec/1406.

MLA Handbook (7th Edition):

Woodyard, Savina M. “Co-constructing community, school and university partnerships for urban school transformation: Year two.” 2011. Web. 18 Feb 2020.

Vancouver:

Woodyard SM. Co-constructing community, school and university partnerships for urban school transformation: Year two. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/467613/rec/1406.

Council of Science Editors:

Woodyard SM. Co-constructing community, school and university partnerships for urban school transformation: Year two. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/467613/rec/1406


University of Southern California

13. DeLoach-Langford, Beverly Ann. The effective implementation of reform strategies, instructional conditions, and best practices to improve student achievement in math: a case study of practices at Land High School.

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

 The purpose of this study was to identify how high school leaders in urban schools successfully integrate policy initiatives and best practices to improve math… (more)

Subjects/Keywords: math reform; secondary education reform; instructional quality; best practices; high school reform; reform strategies

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APA (6th Edition):

DeLoach-Langford, B. A. (2009). The effective implementation of reform strategies, instructional conditions, and best practices to improve student achievement in math: a case study of practices at Land High School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/545893/rec/6624

Chicago Manual of Style (16th Edition):

DeLoach-Langford, Beverly Ann. “The effective implementation of reform strategies, instructional conditions, and best practices to improve student achievement in math: a case study of practices at Land High School.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/545893/rec/6624.

MLA Handbook (7th Edition):

DeLoach-Langford, Beverly Ann. “The effective implementation of reform strategies, instructional conditions, and best practices to improve student achievement in math: a case study of practices at Land High School.” 2009. Web. 18 Feb 2020.

Vancouver:

DeLoach-Langford BA. The effective implementation of reform strategies, instructional conditions, and best practices to improve student achievement in math: a case study of practices at Land High School. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/545893/rec/6624.

Council of Science Editors:

DeLoach-Langford BA. The effective implementation of reform strategies, instructional conditions, and best practices to improve student achievement in math: a case study of practices at Land High School. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/545893/rec/6624


University of Southern California

14. Callaham, Artis Marie. Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners.

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

 “We are the nation that has always understood that our future is inextricably linked to the education of our children—all of them. We are the… (more)

Subjects/Keywords: partnerships; educational partnerships; co-construction; constructivist theory; Vygotsky; universal design for learning; accommodating all learners

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APA (6th Edition):

Callaham, A. M. (2011). Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972

Chicago Manual of Style (16th Edition):

Callaham, Artis Marie. “Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972.

MLA Handbook (7th Edition):

Callaham, Artis Marie. “Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners.” 2011. Web. 18 Feb 2020.

Vancouver:

Callaham AM. Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972.

Council of Science Editors:

Callaham AM. Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972


University of Southern California

15. Lyons-Moore, Akilah Karene. The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color.

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

 Culturally responsive pedagogy and authentic teacher care are designed to help teachers improve the educational experiences and outcomes of students of color. To understand how… (more)

Subjects/Keywords: constructivist; culturally responsive pedagogy; learning; socioculturalist; teacher care; teaching

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APA (6th Edition):

Lyons-Moore, A. K. (2014). The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912

Chicago Manual of Style (16th Edition):

Lyons-Moore, Akilah Karene. “The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912.

MLA Handbook (7th Edition):

Lyons-Moore, Akilah Karene. “The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color.” 2014. Web. 18 Feb 2020.

Vancouver:

Lyons-Moore AK. The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912.

Council of Science Editors:

Lyons-Moore AK. The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912


University of Southern California

16. Watson, Joshua Joseph. Co-constructing community, school and university partnerships for urban school transformation.

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

 Many of our urban K-12 neighborhood schools are characterized by hierarchical relationships and inequities in power. Co-constructed relationships among communities, schools, and universities have the… (more)

Subjects/Keywords: co-constructing; community; school; university; partnerships; urban; transformation; dialogue; praxis; mutual learning

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APA (6th Edition):

Watson, J. J. (2009). Co-constructing community, school and university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406251/rec/1405

Chicago Manual of Style (16th Edition):

Watson, Joshua Joseph. “Co-constructing community, school and university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406251/rec/1405.

MLA Handbook (7th Edition):

Watson, Joshua Joseph. “Co-constructing community, school and university partnerships for urban school transformation.” 2009. Web. 18 Feb 2020.

Vancouver:

Watson JJ. Co-constructing community, school and university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406251/rec/1405.

Council of Science Editors:

Watson JJ. Co-constructing community, school and university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406251/rec/1405


University of Southern California

17. Saunders, Richard W. Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century.

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

 The purpose of this study is to review and follow up on a community, school, and university partnership that is in its third year of… (more)

Subjects/Keywords: partnership; transition; post-secondary; career pathways; co-construction; dialogic process; 21st century skills; problem based learning; small learning communities

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APA (6th Edition):

Saunders, R. W. (2011). Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7973

Chicago Manual of Style (16th Edition):

Saunders, Richard W. “Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7973.

MLA Handbook (7th Edition):

Saunders, Richard W. “Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century.” 2011. Web. 18 Feb 2020.

Vancouver:

Saunders RW. Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7973.

Council of Science Editors:

Saunders RW. Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7973


University of Southern California

18. Jones, Topekia Lasundra. The influence of language and culture in the literacy development of speakers of African American English.

Degree: EdD, Education, 2015, University of Southern California

 Speakers of African American English (AAE) often encounter unsupportive classroom environments because teachers may not recognize the influence of language and culture on literacy development,… (more)

Subjects/Keywords: language; culture; African American; literacy; Black

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APA (6th Edition):

Jones, T. L. (2015). The influence of language and culture in the literacy development of speakers of African American English. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880

Chicago Manual of Style (16th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

MLA Handbook (7th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Web. 18 Feb 2020.

Vancouver:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

Council of Science Editors:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880


University of Southern California

19. Morales, Eduardo. An examination of professional development in algebra for fifth-grade teachers.

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

 The purpose of this study was to examine the extent to which one Southern California school district supported the fifth-grade teachers’ capacity to teach their… (more)

Subjects/Keywords: algebra; math; professional development; education; fifth-grade teachers

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APA (6th Edition):

Morales, E. (2011). An examination of professional development in algebra for fifth-grade teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455640/rec/730

Chicago Manual of Style (16th Edition):

Morales, Eduardo. “An examination of professional development in algebra for fifth-grade teachers.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455640/rec/730.

MLA Handbook (7th Edition):

Morales, Eduardo. “An examination of professional development in algebra for fifth-grade teachers.” 2011. Web. 18 Feb 2020.

Vancouver:

Morales E. An examination of professional development in algebra for fifth-grade teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455640/rec/730.

Council of Science Editors:

Morales E. An examination of professional development in algebra for fifth-grade teachers. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455640/rec/730


University of Southern California

20. Woods, Juanita Michelle Rainey. Co-constructing community, school and university partnerships for urban school transformation.

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

 The purpose of this case study is to learn about the challenges and victories in the formation of a partnership between an urban high school,… (more)

Subjects/Keywords: community; partnerships; school; transformation; university; urban

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APA (6th Edition):

Woods, J. M. R. (2009). Co-constructing community, school and university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269832/rec/1404

Chicago Manual of Style (16th Edition):

Woods, Juanita Michelle Rainey. “Co-constructing community, school and university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269832/rec/1404.

MLA Handbook (7th Edition):

Woods, Juanita Michelle Rainey. “Co-constructing community, school and university partnerships for urban school transformation.” 2009. Web. 18 Feb 2020.

Vancouver:

Woods JMR. Co-constructing community, school and university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269832/rec/1404.

Council of Science Editors:

Woods JMR. Co-constructing community, school and university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269832/rec/1404


University of Southern California

21. Ingram, Michelle M. The role of leadership in the implementation of technology in mathematics at the community college.

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

 This case study examined the role leaders played in the implementation of technology in the math departments at two Los Angeles community colleges, and how… (more)

Subjects/Keywords: leadership; community college; technology; math; mathematics

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APA (6th Edition):

Ingram, M. M. (2012). The role of leadership in the implementation of technology in mathematics at the community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/72647/rec/7228

Chicago Manual of Style (16th Edition):

Ingram, Michelle M. “The role of leadership in the implementation of technology in mathematics at the community college.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/72647/rec/7228.

MLA Handbook (7th Edition):

Ingram, Michelle M. “The role of leadership in the implementation of technology in mathematics at the community college.” 2012. Web. 18 Feb 2020.

Vancouver:

Ingram MM. The role of leadership in the implementation of technology in mathematics at the community college. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/72647/rec/7228.

Council of Science Editors:

Ingram MM. The role of leadership in the implementation of technology in mathematics at the community college. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/72647/rec/7228


University of Southern California

22. Crayton, Phaidra Nicole. Co-constructed community, school, and university partnerships for K-12 school reform.

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

 In an effort to comply with No Child Left Behind, schools are seeking innovative approaches to improve student outcomes. This research is a qualitative case-study… (more)

Subjects/Keywords: co-constructed partnership; community school university partnership; critical bridge person; partnership process; K-12 partnership

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APA (6th Edition):

Crayton, P. N. (2009). Co-constructed community, school, and university partnerships for K-12 school reform. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/600456/rec/1403

Chicago Manual of Style (16th Edition):

Crayton, Phaidra Nicole. “Co-constructed community, school, and university partnerships for K-12 school reform.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/600456/rec/1403.

MLA Handbook (7th Edition):

Crayton, Phaidra Nicole. “Co-constructed community, school, and university partnerships for K-12 school reform.” 2009. Web. 18 Feb 2020.

Vancouver:

Crayton PN. Co-constructed community, school, and university partnerships for K-12 school reform. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/600456/rec/1403.

Council of Science Editors:

Crayton PN. Co-constructed community, school, and university partnerships for K-12 school reform. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/600456/rec/1403


University of Southern California

23. Escobar, Rafael. How Latinos ascend to the superintendency.

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

 Purpose: During the last 150 years, the position of superintendent of schools has undergone massive changes. Unfortunately, the inclusion of minorities, particularly Latinos as members… (more)

Subjects/Keywords: Latinos in the superintendency of schools; Latinos as school district superintendents; Latinos in school district leadership

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APA (6th Edition):

Escobar, R. (2009). How Latinos ascend to the superintendency. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239904/rec/3247

Chicago Manual of Style (16th Edition):

Escobar, Rafael. “How Latinos ascend to the superintendency.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239904/rec/3247.

MLA Handbook (7th Edition):

Escobar, Rafael. “How Latinos ascend to the superintendency.” 2009. Web. 18 Feb 2020.

Vancouver:

Escobar R. How Latinos ascend to the superintendency. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239904/rec/3247.

Council of Science Editors:

Escobar R. How Latinos ascend to the superintendency. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239904/rec/3247


University of Southern California

24. 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 February 18, 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. 18 Feb 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 Feb 18]. 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

25. Usmani, Sarah. Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents.

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

 The purpose of this study was to compare the leadership competencies of the two types of superintendents: traditional and nontraditional superintendents in urban school districts.… (more)

Subjects/Keywords: superintendents; leadership; leadership competencies; nontradtional leaders

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APA (6th Edition):

Usmani, S. (2010). Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311075/rec/4579

Chicago Manual of Style (16th Edition):

Usmani, Sarah. “Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311075/rec/4579.

MLA Handbook (7th Edition):

Usmani, Sarah. “Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents.” 2010. Web. 18 Feb 2020.

Vancouver:

Usmani S. Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311075/rec/4579.

Council of Science Editors:

Usmani S. Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311075/rec/4579


University of Southern California

26. Marín, James R. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.

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

 This study seeks to contribute to the literature on instructional and transformational leadership among urban school principals by investigating the relationship between instructional and transformational… (more)

Subjects/Keywords: ethnicity; self-efficacy; diversity; instructional leadership; transformational leadership; urban school principals; urban schools; school leadership

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APA (6th Edition):

Marín, J. R. (2013). The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137

Chicago Manual of Style (16th Edition):

Marín, James R. “The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137.

MLA Handbook (7th Edition):

Marín, James R. “The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.” 2013. Web. 18 Feb 2020.

Vancouver:

Marín JR. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137.

Council of Science Editors:

Marín JR. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137


University of Southern California

27. Kim, Stephanie J. Co-constructing community, school, and university partnerships for urban school transformation.

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

 The purpose of this study was to examine the first year of a five-year emerging community, school, and university partnership engaged in the process of… (more)

Subjects/Keywords: co-construction; dialogue; dialogic; community; school; university; partnerships; urban school

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APA (6th Edition):

Kim, S. J. (2009). Co-constructing community, school, and university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569599/rec/1408

Chicago Manual of Style (16th Edition):

Kim, Stephanie J. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569599/rec/1408.

MLA Handbook (7th Edition):

Kim, Stephanie J. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Web. 18 Feb 2020.

Vancouver:

Kim SJ. Co-constructing community, school, and university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569599/rec/1408.

Council of Science Editors:

Kim SJ. Co-constructing community, school, and university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569599/rec/1408


University of Southern California

28. Simpson, Guadalupe H. School leaders' use of data-driven decision-making for school improvement: a study of promising practices in two California charter schools.

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

 The current interest in using data-driven decision-making in schools has focused on how best to use student achievement data to meet the demands of current… (more)

Subjects/Keywords: accontablility; charter schools; charter school leaders'; use of data; data use and professional development; data use in schools; data-driven decision making; data-driven leadership education; data and student achievement; teacher leaders and data use; principal'; s use of data; cultures of data-driven decision-making

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APA (6th Edition):

Simpson, G. H. (2011). School leaders' use of data-driven decision-making for school improvement: a study of promising practices in two California charter schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617113/rec/5703

Chicago Manual of Style (16th Edition):

Simpson, Guadalupe H. “School leaders' use of data-driven decision-making for school improvement: a study of promising practices in two California charter schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617113/rec/5703.

MLA Handbook (7th Edition):

Simpson, Guadalupe H. “School leaders' use of data-driven decision-making for school improvement: a study of promising practices in two California charter schools.” 2011. Web. 18 Feb 2020.

Vancouver:

Simpson GH. School leaders' use of data-driven decision-making for school improvement: a study of promising practices in two California charter schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617113/rec/5703.

Council of Science Editors:

Simpson GH. School leaders' use of data-driven decision-making for school improvement: a study of promising practices in two California charter schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/617113/rec/5703


University of Southern California

29. Williams, Rebecca A. Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation.

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

 A continuous concern of the American education system is the challenge it faces to offer a quality education for all students (Hollins & Guzman, 2005).… (more)

Subjects/Keywords: teacher education; culturally relevant pedagogy; culturally responsive teaching; student teaching; preservice teachers; multicultural education

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

APA (6th Edition):

Williams, R. A. (2014). Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208

Chicago Manual of Style (16th Edition):

Williams, Rebecca A. “Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208.

MLA Handbook (7th Edition):

Williams, Rebecca A. “Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation.” 2014. Web. 18 Feb 2020.

Vancouver:

Williams RA. Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208.

Council of Science Editors:

Williams RA. Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208


University of Southern California

30. Subramaniam, Thamizhchelvi. A developmental evaluation of action research as a process for organizational change.

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

 This study investigates whether practitioners’ involvement in an action inquiry project promotes changes in their beliefs, assumptions, and values. The study involved the use of… (more)

Subjects/Keywords: equity; developmental evaluation

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

APA (6th Edition):

Subramaniam, T. (2012). A developmental evaluation of action research as a process for organizational change. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172

Chicago Manual of Style (16th Edition):

Subramaniam, Thamizhchelvi. “A developmental evaluation of action research as a process for organizational change.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172.

MLA Handbook (7th Edition):

Subramaniam, Thamizhchelvi. “A developmental evaluation of action research as a process for organizational change.” 2012. Web. 18 Feb 2020.

Vancouver:

Subramaniam T. A developmental evaluation of action research as a process for organizational change. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172.

Council of Science Editors:

Subramaniam T. A developmental evaluation of action research as a process for organizational change. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172

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