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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. 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

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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/1534

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1534.

MLA Handbook (7th Edition):

Forsee, Brent Alan. “Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.” 2011. Web. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1534.

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/1534


University of Southern California

2. 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/3412

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412.

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. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412.

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/3412


University of Southern California

3. 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 September 19, 2020. 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. 19 Sep 2020.

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 2020 Sep 19]. 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

4. 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 September 19, 2020. 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. 19 Sep 2020.

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 2020 Sep 19]. 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

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 September 19, 2020. 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. 19 Sep 2020.

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 2020 Sep 19]. 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. Aguilar, Rosemary Santos. An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results.

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

 An inquiry team of three doctoral candidates critically examined the implementation process of the Focus on Results (FoR) reform initiative in GUSD. The Rossier School… (more)

Subjects/Keywords: district; reform; education; implemenation; gap analysis; leadership; Focus on Results

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APA (6th Edition):

Aguilar, R. S. (2011). An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/449011/rec/664

Chicago Manual of Style (16th Edition):

Aguilar, Rosemary Santos. “An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/449011/rec/664.

MLA Handbook (7th Edition):

Aguilar, Rosemary Santos. “An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results.” 2011. Web. 19 Sep 2020.

Vancouver:

Aguilar RS. An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/449011/rec/664.

Council of Science Editors:

Aguilar RS. An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/449011/rec/664


University of Southern California

7. Alvarez, Alberto. An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district.

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

 The purpose of this inquiry project was to identify root causes for the persistent Hispanic English Learner (EL) achievement gap in Rowland Unified School District… (more)

Subjects/Keywords: Hispanic English learner; achievement gap; cultural proficiency; gap analysis

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APA (6th Edition):

Alvarez, A. (2011). An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662

Chicago Manual of Style (16th Edition):

Alvarez, Alberto. “An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662.

MLA Handbook (7th Edition):

Alvarez, Alberto. “An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district.” 2011. Web. 19 Sep 2020.

Vancouver:

Alvarez A. An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662.

Council of Science Editors:

Alvarez A. An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662


University of Southern California

8. 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/2590

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431028/rec/2590.

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. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431028/rec/2590.

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/2590


University of Southern California

9. 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/3451

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3451.

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. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3451.

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/3451


University of Southern California

10. 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/2655

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/670800/rec/2655.

MLA Handbook (7th Edition):

Flores, Angelica M. “Exploring motivational factors of students with LD in SOLL courses.” 2011. Web. 19 Sep 2020.

Vancouver:

Flores AM. Exploring motivational factors of students with LD in SOLL courses. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/670800/rec/2655.

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/2655


University of Southern California

11. 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 September 19, 2020. 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. 19 Sep 2020.

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 2020 Sep 19]. 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

12. Folkens, Dale Allen. Utilizing gap analysis to examine the effectiveness of high school reform strategies in Rowland Unified School District.

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

 This alternative capstone dissertation project was undertaken by a three-person project team that followed a consulting model. The Roland Unified School District requested that the… (more)

Subjects/Keywords: Gap analysis; community; knowledge; motivation; organization; Rowland

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APA (6th Edition):

Folkens, D. A. (2011). Utilizing gap analysis to examine the effectiveness of high school reform strategies in Rowland Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/456994/rec/7792

Chicago Manual of Style (16th Edition):

Folkens, Dale Allen. “Utilizing gap analysis to examine the effectiveness of high school reform strategies in Rowland Unified School District.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/456994/rec/7792.

MLA Handbook (7th Edition):

Folkens, Dale Allen. “Utilizing gap analysis to examine the effectiveness of high school reform strategies in Rowland Unified School District.” 2011. Web. 19 Sep 2020.

Vancouver:

Folkens DA. Utilizing gap analysis to examine the effectiveness of high school reform strategies in Rowland Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/456994/rec/7792.

Council of Science Editors:

Folkens DA. Utilizing gap analysis to examine the effectiveness of high school reform strategies in Rowland Unified School District. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/456994/rec/7792


University of Southern California

13. 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/1535

Chicago Manual of Style (16th Edition):

Hasson, Monalisa. “Comprehensive school reform: Effective implementation.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/468941/rec/1535.

MLA Handbook (7th Edition):

Hasson, Monalisa. “Comprehensive school reform: Effective implementation.” 2011. Web. 19 Sep 2020.

Vancouver:

Hasson M. Comprehensive school reform: Effective implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/468941/rec/1535.

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/1535


University of Southern California

14. Beattie, Rachel Lynette. A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development.

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

 This dissertation is a collection of three studies designed to explore the contribution of prosody to reading development. Each chapter represents a separate study. ❧… (more)

Subjects/Keywords: prosodic perception; reading; dyslexia; emergent literacy; rise time sensitivity; phonological awareness

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APA (6th Edition):

Beattie, R. L. (2011). A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162

Chicago Manual of Style (16th Edition):

Beattie, Rachel Lynette. “A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162.

MLA Handbook (7th Edition):

Beattie, Rachel Lynette. “A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development.” 2011. Web. 19 Sep 2020.

Vancouver:

Beattie RL. A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162.

Council of Science Editors:

Beattie RL. A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162


University of Southern California

15. Kelly, Brynn M. Popularity in the peer group and exposure to community violence during adolescence.

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

 This paper describes a short-term longitudinal study of the relation between popularity in the peer group and community violence exposure among 335 adolescents (mean age… (more)

Subjects/Keywords: community violence; popularity; aggression; academic performance; peer relations; social adjustment

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APA (6th Edition):

Kelly, B. M. (2011). Popularity in the peer group and exposure to community violence during adolescence. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/619381/rec/5114

Chicago Manual of Style (16th Edition):

Kelly, Brynn M. “Popularity in the peer group and exposure to community violence during adolescence.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/619381/rec/5114.

MLA Handbook (7th Edition):

Kelly, Brynn M. “Popularity in the peer group and exposure to community violence during adolescence.” 2011. Web. 19 Sep 2020.

Vancouver:

Kelly BM. Popularity in the peer group and exposure to community violence during adolescence. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/619381/rec/5114.

Council of Science Editors:

Kelly BM. Popularity in the peer group and exposure to community violence during adolescence. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/619381/rec/5114


University of Southern California

16. Duong, Mylien T. Associations between social adjustment and academic achievement among Mexican American and Vietnamese American early adolescents.

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

 This study examined the relation between academic achievement and social adjustment in early adolescence. Participants were 730 Vietnamese American and Mexican American middle school students… (more)

Subjects/Keywords: academic achievement; ethnic minority youth; social adjustment

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APA (6th Edition):

Duong, M. T. (2012). Associations between social adjustment and academic achievement among Mexican American and Vietnamese American early adolescents. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/643349/rec/971

Chicago Manual of Style (16th Edition):

Duong, Mylien T. “Associations between social adjustment and academic achievement among Mexican American and Vietnamese American early adolescents.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/643349/rec/971.

MLA Handbook (7th Edition):

Duong, Mylien T. “Associations between social adjustment and academic achievement among Mexican American and Vietnamese American early adolescents.” 2012. Web. 19 Sep 2020.

Vancouver:

Duong MT. Associations between social adjustment and academic achievement among Mexican American and Vietnamese American early adolescents. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/643349/rec/971.

Council of Science Editors:

Duong MT. Associations between social adjustment and academic achievement among Mexican American and Vietnamese American early adolescents. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/643349/rec/971


University of Southern California

17. Huckestein, Cecilia. Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory.

Degree: EdD, Education (Psychology & Technology), 2006, University of Southern California

 The purpose of this exploratory study is to identify the relationship between religious beliefs and motivation. The question it asks is: to what extent is… (more)

Subjects/Keywords: cognitive motivational theory; religious values; spiritual values; motivational theory

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APA (6th Edition):

Huckestein, C. (2006). Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/156777/rec/5962

Chicago Manual of Style (16th Edition):

Huckestein, Cecilia. “Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory.” 2006. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/156777/rec/5962.

MLA Handbook (7th Edition):

Huckestein, Cecilia. “Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory.” 2006. Web. 19 Sep 2020.

Vancouver:

Huckestein C. Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/156777/rec/5962.

Council of Science Editors:

Huckestein C. Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/156777/rec/5962


University of Southern California

18. Olivérez, Paz Maya. Ready but restricted: an examination of the challenges of college access and financial aid for college-ready undocumented immigrant students in the U.S.

Degree: PhD, Education (Policy, Planning & Administration), 2006, University of Southern California

 Using the methodologies of individual interviews and participant observation, this dissertation examines the experiences of 10 college-ready undocumented students who aimed to pursue higher education.… (more)

Subjects/Keywords: undocumented students; Latino immigrants; higher education; college access; financial aid; AB540

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APA (6th Edition):

Olivérez, P. M. (2006). Ready but restricted: an examination of the challenges of college access and financial aid for college-ready undocumented immigrant students in the U.S. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/168544/rec/5421

Chicago Manual of Style (16th Edition):

Olivérez, Paz Maya. “Ready but restricted: an examination of the challenges of college access and financial aid for college-ready undocumented immigrant students in the U.S.” 2006. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/168544/rec/5421.

MLA Handbook (7th Edition):

Olivérez, Paz Maya. “Ready but restricted: an examination of the challenges of college access and financial aid for college-ready undocumented immigrant students in the U.S.” 2006. Web. 19 Sep 2020.

Vancouver:

Olivérez PM. Ready but restricted: an examination of the challenges of college access and financial aid for college-ready undocumented immigrant students in the U.S. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/168544/rec/5421.

Council of Science Editors:

Olivérez PM. Ready but restricted: an examination of the challenges of college access and financial aid for college-ready undocumented immigrant students in the U.S. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/168544/rec/5421


University of Southern California

19. 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/7159

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/221852/rec/7159.

MLA Handbook (7th Edition):

Hyde, Corinne Elizabeth. “The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics.” 2009. Web. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/221852/rec/7159.

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/7159


University of Southern California

20. 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/7148

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/340678/rec/7148.

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. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/340678/rec/7148.

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/7148


University of Southern California

21. 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/7209

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7209.

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. 19 Sep 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 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7209.

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/7209


University of Southern California

22. 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/3753

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3753.

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. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3753.

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/3753


University of Southern California

23. 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 September 19, 2020. 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. 19 Sep 2020.

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 2020 Sep 19]. 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

24. Jung, Matthew. The effects of time-management in a blended distance learning course.

Degree: EdD, Education (Psychology & Technology), 2008, University of Southern California

 The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) developed a problem solving model that consisted of three elements of content understanding,… (more)

Subjects/Keywords: time-management; distance learning course; science learning; self-regulation

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APA (6th Edition):

Jung, M. (2008). The effects of time-management in a blended distance learning course. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/97959/rec/6678

Chicago Manual of Style (16th Edition):

Jung, Matthew. “The effects of time-management in a blended distance learning course.” 2008. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/97959/rec/6678.

MLA Handbook (7th Edition):

Jung, Matthew. “The effects of time-management in a blended distance learning course.” 2008. Web. 19 Sep 2020.

Vancouver:

Jung M. The effects of time-management in a blended distance learning course. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/97959/rec/6678.

Council of Science Editors:

Jung M. The effects of time-management in a blended distance learning course. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/97959/rec/6678


University of Southern California

25. Bustillos, Leticia Tomas. Exploring faculty beliefs about remedial mathematics students: a collaborative inquiry approach.

Degree: PhD, Education, 2007, University of Southern California

 The learning and understanding of mathematics is widely acknowledged to be a critical component for economic and civic life (Oakes, 1990a). Yet, 35 percent of… (more)

Subjects/Keywords: math; remedial education; collaborative inquiry; faculty; minority students

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APA (6th Edition):

Bustillos, L. T. (2007). Exploring faculty beliefs about remedial mathematics students: a collaborative inquiry approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/501307/rec/2654

Chicago Manual of Style (16th Edition):

Bustillos, Leticia Tomas. “Exploring faculty beliefs about remedial mathematics students: a collaborative inquiry approach.” 2007. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/501307/rec/2654.

MLA Handbook (7th Edition):

Bustillos, Leticia Tomas. “Exploring faculty beliefs about remedial mathematics students: a collaborative inquiry approach.” 2007. Web. 19 Sep 2020.

Vancouver:

Bustillos LT. Exploring faculty beliefs about remedial mathematics students: a collaborative inquiry approach. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/501307/rec/2654.

Council of Science Editors:

Bustillos LT. Exploring faculty beliefs about remedial mathematics students: a collaborative inquiry approach. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/501307/rec/2654


University of Southern California

26. Garcia Huerta, Maria del Carmen. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.

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

 English Learners (EL) are often viewed as a homogenous group of students, when in fact they are a diverse group with distinct generational differences among… (more)

Subjects/Keywords: English learners

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APA (6th Edition):

Garcia Huerta, M. d. C. (2007). Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234

Chicago Manual of Style (16th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234.

MLA Handbook (7th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Web. 19 Sep 2020.

Vancouver:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234.

Council of Science Editors:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234


University of Southern California

27. 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/1906

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1906.

MLA Handbook (7th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Web. 19 Sep 2020.

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 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1906.

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/1906


University of Southern California

28. 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/3627

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 September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/302043/rec/3627.

MLA Handbook (7th Edition):

Kim, Grace. “Investigating promising school leadership practices in two California charter schools.” 2010. Web. 19 Sep 2020.

Vancouver:

Kim G. Investigating promising school leadership practices in two California charter schools. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/302043/rec/3627.

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/3627


University of Southern California

29. Ayala, Donna. The effects of cognitive readiness in a surface warfare simulation.

Degree: EdD, Education (Psychology & Technology), 2008, University of Southern California

 This study investigated the effects of cognitive readiness in a Navy simulated environment, the simulation being the Multi-Mission Team Trainer. The research question that drove… (more)

Subjects/Keywords: cognitive readiness; simulation; multi-mission team trainer; surface warfare; problem-solving

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

APA (6th Edition):

Ayala, D. (2008). The effects of cognitive readiness in a surface warfare simulation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/91129/rec/6651

Chicago Manual of Style (16th Edition):

Ayala, Donna. “The effects of cognitive readiness in a surface warfare simulation.” 2008. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/91129/rec/6651.

MLA Handbook (7th Edition):

Ayala, Donna. “The effects of cognitive readiness in a surface warfare simulation.” 2008. Web. 19 Sep 2020.

Vancouver:

Ayala D. The effects of cognitive readiness in a surface warfare simulation. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/91129/rec/6651.

Council of Science Editors:

Ayala D. The effects of cognitive readiness in a surface warfare simulation. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/91129/rec/6651


University of Southern California

30. Li, Yuan-Ling. An evaluation of an online algebra homework help-seeking system.

Degree: EdD, Education (Psychology & Technology), 2008, University of Southern California

 The study focused on the effectiveness of an online algebra homework help-seeking system. Previous literature indicated that adaptive help seeking could result in better learning… (more)

Subjects/Keywords: education; educational psychology; technology; tests and measurements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Li, Y. (2008). An evaluation of an online algebra homework help-seeking system. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/133229/rec/707

Chicago Manual of Style (16th Edition):

Li, Yuan-Ling. “An evaluation of an online algebra homework help-seeking system.” 2008. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/133229/rec/707.

MLA Handbook (7th Edition):

Li, Yuan-Ling. “An evaluation of an online algebra homework help-seeking system.” 2008. Web. 19 Sep 2020.

Vancouver:

Li Y. An evaluation of an online algebra homework help-seeking system. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/133229/rec/707.

Council of Science Editors:

Li Y. An evaluation of an online algebra homework help-seeking system. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/133229/rec/707

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