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You searched for +publisher:"University of Southern California" +contributor:("Rueda, Robert S."). Showing records 1 – 30 of 75 total matches.

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University of Southern California

1. Cassady, Dawn Marie. Improving college participation success in Glendale Unified School District: An application of the gap analysis model.

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

 From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape.… (more)

Subjects/Keywords: secondary education; school reform; college access

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APA (6th Edition):

Cassady, D. M. (2011). Improving college participation success in Glendale Unified School District: An application of the gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3406

Chicago Manual of Style (16th Edition):

Cassady, Dawn Marie. “Improving college participation success in Glendale Unified School District: An application of the gap analysis model.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3406.

MLA Handbook (7th Edition):

Cassady, Dawn Marie. “Improving college participation success in Glendale Unified School District: An application of the gap analysis model.” 2011. Web. 26 May 2019.

Vancouver:

Cassady DM. Improving college participation success in Glendale Unified School District: An application of the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3406.

Council of Science Editors:

Cassady DM. Improving college participation success in Glendale Unified School District: An application of the gap analysis model. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3406


University of Southern California

2. Tschetter, Sheryl. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.

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

 This study examines the potential for developing the adaptive expertise of community college faculty members through participation in action inquiry. Prior research contends that for… (more)

Subjects/Keywords: adaptive expertise; community college faculty; action inquiry; assessment

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APA (6th Edition):

Tschetter, S. (2009). Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903

Chicago Manual of Style (16th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903.

MLA Handbook (7th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Web. 26 May 2019.

Vancouver:

Tschetter S. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903.

Council of Science Editors:

Tschetter S. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903


University of Southern California

3. Liu, Lu. From educational aspirations to college enrollment: a road with many paths.

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

 Educational aspiration is one of the most important factors influencing an individual's educational attainment. Although students' aspirations are changeable and the stability of their aspirations… (more)

Subjects/Keywords: educational aspiration changes; latent curve growth modeling; growth mixture modeling

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APA (6th Edition):

Liu, L. (2009). From educational aspirations to college enrollment: a road with many paths. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262706/rec/2909

Chicago Manual of Style (16th Edition):

Liu, Lu. “From educational aspirations to college enrollment: a road with many paths.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262706/rec/2909.

MLA Handbook (7th Edition):

Liu, Lu. “From educational aspirations to college enrollment: a road with many paths.” 2009. Web. 26 May 2019.

Vancouver:

Liu L. From educational aspirations to college enrollment: a road with many paths. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262706/rec/2909.

Council of Science Editors:

Liu L. From educational aspirations to college enrollment: a road with many paths. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262706/rec/2909


University of Southern California

4. Ma, Elizabeth C. A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program.

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

 The focus of this research is to compare the motivational orientation of English Learners in a Dual Language Immersion and a Transitional Bilingual Education program.… (more)

Subjects/Keywords: dual language program; dual immersion; transitional bilingual education program; additive model; subtractive model; self-efficacy; task value; interest; motivational orientation

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APA (6th Edition):

Ma, E. C. (2010). A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118

Chicago Manual of Style (16th Edition):

Ma, Elizabeth C. “A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118.

MLA Handbook (7th Edition):

Ma, Elizabeth C. “A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program.” 2010. Web. 26 May 2019.

Vancouver:

Ma EC. A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118.

Council of Science Editors:

Ma EC. A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388459/rec/118


University of Southern California

5. Medrano, Eric. An alternative capstone project: Evaluating the academic achievement gap for Latino English language learners in a high achieving school district.

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

 An Alternative Capstone Project: Evaluating the Academic Achievement Gap for Latino English Language Learners in a High Achieving School District is a project between three… (more)

Subjects/Keywords: English language learners; achievement gap; gap analysis; Latino

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APA (6th Edition):

Medrano, E. (2011). An alternative capstone project: Evaluating the academic achievement gap for Latino English language learners in a high achieving school district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472252/rec/663

Chicago Manual of Style (16th Edition):

Medrano, Eric. “An alternative capstone project: Evaluating the academic achievement gap for Latino English language learners in a high achieving school district.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472252/rec/663.

MLA Handbook (7th Edition):

Medrano, Eric. “An alternative capstone project: Evaluating the academic achievement gap for Latino English language learners in a high achieving school district.” 2011. Web. 26 May 2019.

Vancouver:

Medrano E. An alternative capstone project: Evaluating the academic achievement gap for Latino English language learners in a high achieving school district. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472252/rec/663.

Council of Science Editors:

Medrano E. An alternative capstone project: Evaluating the academic achievement gap for Latino English language learners in a high achieving school district. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472252/rec/663


University of Southern California

6. Flores, Patricia Arleen. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.

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

 A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case… (more)

Subjects/Keywords: achievement gap; English learner; EL students; urban school; leadership; middle school; intermediate school; teacher collaboration; equity; school mission; school culture; school practice; school factors; high Expectations

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APA (6th Edition):

Flores, P. A. (2010). Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325

Chicago Manual of Style (16th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

MLA Handbook (7th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Web. 26 May 2019.

Vancouver:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

Council of Science Editors:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325


University of Southern California

7. Stevens, David A. A comparison of non-traditional capstone experiences in Ed.D. programs at three highly selective private research universities.

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

 In higher education, the dissertation is the traditional capstone experience through which the student presents research findings in support of a doctoral degree. This dissertation… (more)

Subjects/Keywords: capstone experiences; dissertation; research universities; university history; University of Southern California; doctoral education

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APA (6th Edition):

Stevens, D. A. (2010). A comparison of non-traditional capstone experiences in Ed.D. programs at three highly selective private research universities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/377578/rec/131

Chicago Manual of Style (16th Edition):

Stevens, David A. “A comparison of non-traditional capstone experiences in Ed.D. programs at three highly selective private research universities.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/377578/rec/131.

MLA Handbook (7th Edition):

Stevens, David A. “A comparison of non-traditional capstone experiences in Ed.D. programs at three highly selective private research universities.” 2010. Web. 26 May 2019.

Vancouver:

Stevens DA. A comparison of non-traditional capstone experiences in Ed.D. programs at three highly selective private research universities. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/377578/rec/131.

Council of Science Editors:

Stevens DA. A comparison of non-traditional capstone experiences in Ed.D. programs at three highly selective private research universities. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/377578/rec/131


University of Southern California

8. Hasson, Monalisa. Comprehensive school reform: Effective implementation.

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

 Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100%… (more)

Subjects/Keywords: comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis

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APA (6th Edition):

Hasson, M. (2011). Comprehensive school reform: Effective implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/468941/rec/1532

Chicago Manual of Style (16th Edition):

Hasson, Monalisa. “Comprehensive school reform: Effective implementation.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/468941/rec/1532.

MLA Handbook (7th Edition):

Hasson, Monalisa. “Comprehensive school reform: Effective implementation.” 2011. Web. 26 May 2019.

Vancouver:

Hasson M. Comprehensive school reform: Effective implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/468941/rec/1532.

Council of Science Editors:

Hasson M. Comprehensive school reform: Effective implementation. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/468941/rec/1532


University of Southern California

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

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

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

Subjects/Keywords: deaf; literacy; families

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hamm, Deborah Lynne. “We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388281/rec/7869.

MLA Handbook (7th Edition):

Hamm, Deborah Lynne. “We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families.” 2010. Web. 26 May 2019.

Vancouver:

Hamm DL. We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388281/rec/7869.

Council of Science Editors:

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


University of Southern California

10. Ho, Hsin-Ning. The relationship between levels of expertise, task difficulty, perceived self-efficacy, and mental effort investment in task performance.

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

 This study examined the impact of different levels of task difficulty and expertise on self-efficacy judgments. In addition, the study examines how self-efficacy judgments affect… (more)

Subjects/Keywords: task performance; mental effort; self-efficacy; expertise; levels of task difficulty

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APA (6th Edition):

Ho, H. (2010). The relationship between levels of expertise, task difficulty, perceived self-efficacy, and mental effort investment in task performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/340678/rec/7139

Chicago Manual of Style (16th Edition):

Ho, Hsin-Ning. “The relationship between levels of expertise, task difficulty, perceived self-efficacy, and mental effort investment in task performance.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/340678/rec/7139.

MLA Handbook (7th Edition):

Ho, Hsin-Ning. “The relationship between levels of expertise, task difficulty, perceived self-efficacy, and mental effort investment in task performance.” 2010. Web. 26 May 2019.

Vancouver:

Ho H. The relationship between levels of expertise, task difficulty, perceived self-efficacy, and mental effort investment in task performance. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/340678/rec/7139.

Council of Science Editors:

Ho H. The relationship between levels of expertise, task difficulty, perceived self-efficacy, and mental effort investment in task performance. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/340678/rec/7139


University of Southern California

11. Rivas, Salvador, Jr. Reframing the role of transfer facilitators: using action research methods for new knowledge development.

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

 In this study I evaluated the experience of eleven practitioners who participated in a collaborative inquiry project at an urban community college. The aim of… (more)

Subjects/Keywords: action research; community college; transfer; transfer agent

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APA (6th Edition):

Rivas, Salvador, J. (2009). Reframing the role of transfer facilitators: using action research methods for new knowledge development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/149094/rec/5473

Chicago Manual of Style (16th Edition):

Rivas, Salvador, Jr. “Reframing the role of transfer facilitators: using action research methods for new knowledge development.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/149094/rec/5473.

MLA Handbook (7th Edition):

Rivas, Salvador, Jr. “Reframing the role of transfer facilitators: using action research methods for new knowledge development.” 2009. Web. 26 May 2019.

Vancouver:

Rivas, Salvador J. Reframing the role of transfer facilitators: using action research methods for new knowledge development. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/149094/rec/5473.

Council of Science Editors:

Rivas, Salvador J. Reframing the role of transfer facilitators: using action research methods for new knowledge development. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/149094/rec/5473


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Maddox, Richard S. “An examination of classroom social environment on motivation and engagement of college early entrant honors students.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723.

MLA Handbook (7th Edition):

Maddox, Richard S. “An examination of classroom social environment on motivation and engagement of college early entrant honors students.” 2010. Web. 26 May 2019.

Vancouver:

Maddox RS. An examination of classroom social environment on motivation and engagement of college early entrant honors students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723.

Council of Science Editors:

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


University of Southern California

13. Hernández, Arcelia L. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.

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

 This study analyzes self reported transition experiences of five Latina bilingual novice teachers’ into the classroom and documents how they participate in their own socialization… (more)

Subjects/Keywords: bilingual novice teachers; teacher induction; Latina teachers; teacher education; first year teacher; teacher identity; novice teacher role

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APA (6th Edition):

Hernández, A. L. (2010). Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3747

Chicago Manual of Style (16th Edition):

Hernández, Arcelia L. “Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3747.

MLA Handbook (7th Edition):

Hernández, Arcelia L. “Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.” 2010. Web. 26 May 2019.

Vancouver:

Hernández AL. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3747.

Council of Science Editors:

Hernández AL. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3747


University of Southern California

14. Lim, Hyo Jin. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.

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

 The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners… (more)

Subjects/Keywords: English language learners; reading achievement; longitudinal investigation

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APA (6th Edition):

Lim, H. J. (2010). A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230

Chicago Manual of Style (16th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

MLA Handbook (7th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Web. 26 May 2019.

Vancouver:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

Council of Science Editors:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230


University of Southern California

15. Gaur, Seema. An examination of collaboration amongst student affairs and academic affairs professionals in an action research project.

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

 Individuals within higher education institutions play a critical role in creating an environment that is conducive to promoting student success. Yet, these institutions struggle with… (more)

Subjects/Keywords: community college; collaboration; action research

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APA (6th Edition):

Gaur, S. (2009). An examination of collaboration amongst student affairs and academic affairs professionals in an action research project. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724

Chicago Manual of Style (16th Edition):

Gaur, Seema. “An examination of collaboration amongst student affairs and academic affairs professionals in an action research project.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724.

MLA Handbook (7th Edition):

Gaur, Seema. “An examination of collaboration amongst student affairs and academic affairs professionals in an action research project.” 2009. Web. 26 May 2019.

Vancouver:

Gaur S. An examination of collaboration amongst student affairs and academic affairs professionals in an action research project. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724.

Council of Science Editors:

Gaur S. An examination of collaboration amongst student affairs and academic affairs professionals in an action research project. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724


University of Southern California

16. Moulton, Kathrine. A confirmatory and exploratory analysis of the academic motivation of high school dropouts.

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

 Studies in the dropout literature describe what dropouts do and the circumstances that exist in their lives- they come from poor backgrounds, associate with deviant… (more)

Subjects/Keywords: motivation; high school dropouts; expectancy-value theory; academic motivation

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APA (6th Edition):

Moulton, K. (2011). A confirmatory and exploratory analysis of the academic motivation of high school dropouts. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/618190/rec/153

Chicago Manual of Style (16th Edition):

Moulton, Kathrine. “A confirmatory and exploratory analysis of the academic motivation of high school dropouts.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/618190/rec/153.

MLA Handbook (7th Edition):

Moulton, Kathrine. “A confirmatory and exploratory analysis of the academic motivation of high school dropouts.” 2011. Web. 26 May 2019.

Vancouver:

Moulton K. A confirmatory and exploratory analysis of the academic motivation of high school dropouts. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/618190/rec/153.

Council of Science Editors:

Moulton K. A confirmatory and exploratory analysis of the academic motivation of high school dropouts. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/618190/rec/153


University of Southern California

17. Avila, Cuauhtémoc Rafael. Examining the implementation of district reforms through gap analysis: addressing the performance gap at two high schools.

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

 In spite of state and federal initiatives enacted to stimulate academic parity and achievement between all student groups, such as California’s Public Schools Accountability Act… (more)

Subjects/Keywords: implemention; reforms; high school; achievement gap

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APA (6th Edition):

Avila, C. R. (2011). Examining the implementation of district reforms through gap analysis: addressing the performance gap at two high schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431028/rec/2588

Chicago Manual of Style (16th Edition):

Avila, Cuauhtémoc Rafael. “Examining the implementation of district reforms through gap analysis: addressing the performance gap at two high schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431028/rec/2588.

MLA Handbook (7th Edition):

Avila, Cuauhtémoc Rafael. “Examining the implementation of district reforms through gap analysis: addressing the performance gap at two high schools.” 2011. Web. 26 May 2019.

Vancouver:

Avila CR. Examining the implementation of district reforms through gap analysis: addressing the performance gap at two high schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431028/rec/2588.

Council of Science Editors:

Avila CR. Examining the implementation of district reforms through gap analysis: addressing the performance gap at two high schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431028/rec/2588


University of Southern California

18. 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 May 26, 2019. 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. 26 May 2019.

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 2019 May 26]. 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

19. Gonzalez, Roberto. Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges.

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

 This manuscript details the learning which took place among 4 administrators involved in a collaborative Institutional Self-Assessment Project. Additionally, it was the intent of the… (more)

Subjects/Keywords: community colleges; inequitable educational outcomes

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APA (6th Edition):

Gonzalez, R. (2009). Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487

Chicago Manual of Style (16th Edition):

Gonzalez, Roberto. “Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487.

MLA Handbook (7th Edition):

Gonzalez, Roberto. “Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges.” 2009. Web. 26 May 2019.

Vancouver:

Gonzalez R. Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487.

Council of Science Editors:

Gonzalez R. Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487


University of Southern California

20. Kim, Grace. Investigating promising school leadership practices in two California charter schools.

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

 The purpose of this study was to identify and to explore programs related to school leadership in two California charter schools. Four research questions guided… (more)

Subjects/Keywords: charter schools; school leadership; leadership

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APA (6th Edition):

Kim, G. (2010). Investigating promising school leadership practices in two California charter schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/302043/rec/3621

Chicago Manual of Style (16th Edition):

Kim, Grace. “Investigating promising school leadership practices in two California charter schools.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/302043/rec/3621.

MLA Handbook (7th Edition):

Kim, Grace. “Investigating promising school leadership practices in two California charter schools.” 2010. Web. 26 May 2019.

Vancouver:

Kim G. Investigating promising school leadership practices in two California charter schools. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/302043/rec/3621.

Council of Science Editors:

Kim G. Investigating promising school leadership practices in two California charter schools. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/302043/rec/3621


University of Southern California

21. Greenleaf, Andrews. Why high school struggling readers in an affluent public school receive little reading remediation.

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

 A large body of research demonstrates that reading remediation primarily occurs between kindergarten and third grade, where it is believed to be the most effective… (more)

Subjects/Keywords: remediation

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APA (6th Edition):

Greenleaf, A. (2009). Why high school struggling readers in an affluent public school receive little reading remediation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929

Chicago Manual of Style (16th Edition):

Greenleaf, Andrews. “Why high school struggling readers in an affluent public school receive little reading remediation.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929.

MLA Handbook (7th Edition):

Greenleaf, Andrews. “Why high school struggling readers in an affluent public school receive little reading remediation.” 2009. Web. 26 May 2019.

Vancouver:

Greenleaf A. Why high school struggling readers in an affluent public school receive little reading remediation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929.

Council of Science Editors:

Greenleaf A. Why high school struggling readers in an affluent public school receive little reading remediation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/213898/rec/7929


University of Southern California

22. He, Yi-Chen (Jenny). Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement.

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

 This is a study of Self-Determination Theory in English language learning and on Chinese culture group. Self-Determination Theory has been successfully applied to many academic… (more)

Subjects/Keywords: self-determination theory; English language learning; cross cultural difference

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APA (6th Edition):

He, Y. (. (2009). Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767

Chicago Manual of Style (16th Edition):

He, Yi-Chen (Jenny). “Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767.

MLA Handbook (7th Edition):

He, Yi-Chen (Jenny). “Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement.” 2009. Web. 26 May 2019.

Vancouver:

He Y(. Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767.

Council of Science Editors:

He Y(. Self-determination among adult Chinese English language learners: the relationship among perceived autonomy support, intrinsic motivation, and engagement. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/171857/rec/5767


University of Southern California

23. Hoang, Zim Law. Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model.

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

 The purpose of this project was to apply the Clark and Estes gap analysis model to improve the college participation rate for all students at… (more)

Subjects/Keywords: gap analysis model; increasing college participation rate; closing the achievement gap; minorities; low socioeconomically disadvantaged students; English Language Learners; college admission; motivation; organizational root causes

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APA (6th Edition):

Hoang, Z. L. (2011). Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445

Chicago Manual of Style (16th Edition):

Hoang, Zim Law. “Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445.

MLA Handbook (7th Edition):

Hoang, Zim Law. “Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model.” 2011. Web. 26 May 2019.

Vancouver:

Hoang ZL. Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445.

Council of Science Editors:

Hoang ZL. Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445


University of Southern California

24. Flores, Angelica M. Exploring motivational factors of students with LD in SOLL courses.

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

 Through the lens of Expectancy-Value Theory (EVT) of motivation the behaviors displayed by students with learning disabilities (LD) and students without LD were analyzed to… (more)

Subjects/Keywords: learning disabilities; special education; online learning; synchronous setting; educational technologies; motivation; expectancy-value theory; exptectation for success; ability beliefs; task-values; behaviors: choices; effort; persistence

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APA (6th Edition):

Flores, A. M. (2011). Exploring motivational factors of students with LD in SOLL courses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/670800/rec/2653

Chicago Manual of Style (16th Edition):

Flores, Angelica M. “Exploring motivational factors of students with LD in SOLL courses.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/670800/rec/2653.

MLA Handbook (7th Edition):

Flores, Angelica M. “Exploring motivational factors of students with LD in SOLL courses.” 2011. Web. 26 May 2019.

Vancouver:

Flores AM. Exploring motivational factors of students with LD in SOLL courses. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/670800/rec/2653.

Council of Science Editors:

Flores AM. Exploring motivational factors of students with LD in SOLL courses. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/670800/rec/2653


University of Southern California

25. Benjamin, Ashley Ygraine. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.

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

 An Alternative Capstone Project: Closing the Achievement Gap for Latino English Language Learners in Elementary School is a collaborative project between three USC dissertation students… (more)

Subjects/Keywords: education; achievement gap; Latino; Hispanic; elementary school; English language learner; leadership

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APA (6th Edition):

Benjamin, A. Y. (2011). An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661

Chicago Manual of Style (16th Edition):

Benjamin, Ashley Ygraine. “An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661.

MLA Handbook (7th Edition):

Benjamin, Ashley Ygraine. “An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.” 2011. Web. 26 May 2019.

Vancouver:

Benjamin AY. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661.

Council of Science Editors:

Benjamin AY. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661


University of Southern California

26. Nellman, Stephen William. A formative evaluation of a high school blended learning biology course.

Degree: EdD, Education (Psychology & Technology), 2010, University of Southern California

 As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all… (more)

Subjects/Keywords: formative course evaluation; blended learning; distance learning; Moodle

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APA (6th Edition):

Nellman, S. W. (2010). A formative evaluation of a high school blended learning biology course. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185

Chicago Manual of Style (16th Edition):

Nellman, Stephen William. “A formative evaluation of a high school blended learning biology course.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185.

MLA Handbook (7th Edition):

Nellman, Stephen William. “A formative evaluation of a high school blended learning biology course.” 2010. Web. 26 May 2019.

Vancouver:

Nellman SW. A formative evaluation of a high school blended learning biology course. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185.

Council of Science Editors:

Nellman SW. A formative evaluation of a high school blended learning biology course. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185


University of Southern California

27. Hyde, Corinne Elizabeth. The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics.

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

 This study set out to examine the relationship between the type of assessment a teacher uses and the goal orientation and engagement of students in… (more)

Subjects/Keywords: elementary; mathematics; motivation; engagement; goal orientation; assessment; evaluation

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APA (6th Edition):

Hyde, C. E. (2009). The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/221852/rec/7150

Chicago Manual of Style (16th Edition):

Hyde, Corinne Elizabeth. “The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/221852/rec/7150.

MLA Handbook (7th Edition):

Hyde, Corinne Elizabeth. “The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics.” 2009. Web. 26 May 2019.

Vancouver:

Hyde CE. The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/221852/rec/7150.

Council of Science Editors:

Hyde CE. The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/221852/rec/7150


University of Southern California

28. Dixon, Gilda P. A gap analysis inquiry project on district-level reform implementation for Rowland Unified School District.

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

 The purpose of this inquiry project was to assist Rowland Unified School District in a collaborative effort in evaluating the current district level reform strategies.… (more)

Subjects/Keywords: gap analysis; knowledge; organization; inquiry project; district-level reform; motivation

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APA (6th Edition):

Dixon, G. P. (2011). A gap analysis inquiry project on district-level reform implementation for Rowland Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446254/rec/200

Chicago Manual of Style (16th Edition):

Dixon, Gilda P. “A gap analysis inquiry project on district-level reform implementation for Rowland Unified School District.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446254/rec/200.

MLA Handbook (7th Edition):

Dixon, Gilda P. “A gap analysis inquiry project on district-level reform implementation for Rowland Unified School District.” 2011. Web. 26 May 2019.

Vancouver:

Dixon GP. A gap analysis inquiry project on district-level reform implementation for Rowland Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446254/rec/200.

Council of Science Editors:

Dixon GP. A gap analysis inquiry project on district-level reform implementation for Rowland Unified School District. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446254/rec/200


University of Southern California

29. Dickenson, Patricia Ann. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.

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

 Latino English language learners are one of the fastest growing populations of students in the United States, yet few studies have examined how students’ goal… (more)

Subjects/Keywords: Latino; English language learner; mathematics; goal orientation; engagement; teaching practices; elementary; middle school; transition period

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

APA (6th Edition):

Dickenson, P. A. (2009). Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071

Chicago Manual of Style (16th Edition):

Dickenson, Patricia Ann. “Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071.

MLA Handbook (7th Edition):

Dickenson, Patricia Ann. “Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.” 2009. Web. 26 May 2019.

Vancouver:

Dickenson PA. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071.

Council of Science Editors:

Dickenson PA. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071


University of Southern California

30. Forsee, Brent Alan. Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.

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

 Over the past half century school reform efforts have largely been driven as a response to the biting indictment of public education enumerated in the… (more)

Subjects/Keywords: gap analysis; inquiry project; school reform

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Forsee, B. A. (2011). Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1531

Chicago Manual of Style (16th Edition):

Forsee, Brent Alan. “Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1531.

MLA Handbook (7th Edition):

Forsee, Brent Alan. “Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.” 2011. Web. 26 May 2019.

Vancouver:

Forsee BA. Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1531.

Council of Science Editors:

Forsee BA. Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1531

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