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You searched for +publisher:"University of Southern California" +contributor:("Rueda, Robert"). Showing records 1 – 30 of 133 total matches.

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University of Southern California

1. Patton, Lorena. Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM.

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

 This study examined the experience of practitioners while engaged in equity‐focused inquiry at Dynamic City College (DCC), a public 2‐year California institution. The study investigated… (more)

Subjects/Keywords: collective agency; Latino student outcomes; STEM; action inquiry; practitioner; faculty buy-in

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APA (6th Edition):

Patton, L. (2014). Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161

Chicago Manual of Style (16th Edition):

Patton, Lorena. “Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161.

MLA Handbook (7th Edition):

Patton, Lorena. “Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM.” 2014. Web. 29 Jan 2020.

Vancouver:

Patton L. Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161.

Council of Science Editors:

Patton L. Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161


University of Southern California

2. Barragán, Armando, Jr. Psychological distress behavioral patterns and mental health service use among Latinos in the 2012 National Health Interview Survey: a latent class analysis.

Degree: PhD, Social Work, 2015, University of Southern California

 Psychological distress, generally defined as a state of emotional suffering and characterized by symptoms of depression and anxiety, affects Latinos at higher rates and severity… (more)

Subjects/Keywords: psychiatric epidemiology; psychological distress; Latinos; mental health; protective &; risk factors

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APA (6th Edition):

Barragán, Armando, J. (2015). Psychological distress behavioral patterns and mental health service use among Latinos in the 2012 National Health Interview Survey: a latent class analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/611502/rec/5302

Chicago Manual of Style (16th Edition):

Barragán, Armando, Jr. “Psychological distress behavioral patterns and mental health service use among Latinos in the 2012 National Health Interview Survey: a latent class analysis.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/611502/rec/5302.

MLA Handbook (7th Edition):

Barragán, Armando, Jr. “Psychological distress behavioral patterns and mental health service use among Latinos in the 2012 National Health Interview Survey: a latent class analysis.” 2015. Web. 29 Jan 2020.

Vancouver:

Barragán, Armando J. Psychological distress behavioral patterns and mental health service use among Latinos in the 2012 National Health Interview Survey: a latent class analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/611502/rec/5302.

Council of Science Editors:

Barragán, Armando J. Psychological distress behavioral patterns and mental health service use among Latinos in the 2012 National Health Interview Survey: a latent class analysis. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/611502/rec/5302


University of Southern California

3. Jimenez, Evelyn. A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on school support and school counseling resources.

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

 This capstone project applied Clark and Estes’ (2008) gap analysis framework to identify performance gaps, develop perceived root causes, validate the causes, and formulate research-based… (more)

Subjects/Keywords: capstone project; gap analysis model; college readiness; English language learners; school support; school counseling

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APA (6th Edition):

Jimenez, E. (2013). A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on school support and school counseling resources. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/241295/rec/63

Chicago Manual of Style (16th Edition):

Jimenez, Evelyn. “A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on school support and school counseling resources.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/241295/rec/63.

MLA Handbook (7th Edition):

Jimenez, Evelyn. “A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on school support and school counseling resources.” 2013. Web. 29 Jan 2020.

Vancouver:

Jimenez E. A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on school support and school counseling resources. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/241295/rec/63.

Council of Science Editors:

Jimenez E. A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on school support and school counseling resources. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/241295/rec/63


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

MLA Handbook (7th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Web. 29 Jan 2020.

Vancouver:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

Council of Science Editors:

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


University of Southern California

5. Kurland, Michael A. T. A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on college affordability and student grades.

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

 This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes’ (2008) gap analysis… (more)

Subjects/Keywords: gap analysis; college readiness; latino english language learners; college affordability; student grades; achievement; high school; students

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APA (6th Edition):

Kurland, M. A. T. (2013). A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on college affordability and student grades. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233201/rec/62

Chicago Manual of Style (16th Edition):

Kurland, Michael A T. “A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on college affordability and student grades.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233201/rec/62.

MLA Handbook (7th Edition):

Kurland, Michael A T. “A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on college affordability and student grades.” 2013. Web. 29 Jan 2020.

Vancouver:

Kurland MAT. A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on college affordability and student grades. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233201/rec/62.

Council of Science Editors:

Kurland MAT. A capstone project using the gap analysis model: closing the college readiness gap for Latino English language learners with a focus on college affordability and student grades. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233201/rec/62


University of Southern California

6. Mingo-Long, Enyetta. A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model.

Degree: EdD, Education, 2013, University of Southern California

 This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the… (more)

Subjects/Keywords: literacy; gap analysis; achievement gap; pedagogy; culturally relevant pedagogy; pedagogical content knowledge; funds of knowledge; English Language Learner; phonemic awareness; reading comprehension; fluency; phonics; vocabulary; socio-cultural barriers; motivation; self-efficacy

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APA (6th Edition):

Mingo-Long, E. (2013). A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/248830/rec/66

Chicago Manual of Style (16th Edition):

Mingo-Long, Enyetta. “A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/248830/rec/66.

MLA Handbook (7th Edition):

Mingo-Long, Enyetta. “A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model.” 2013. Web. 29 Jan 2020.

Vancouver:

Mingo-Long E. A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/248830/rec/66.

Council of Science Editors:

Mingo-Long E. A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/248830/rec/66


University of Southern California

7. 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 January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/262506/rec/7200.

MLA Handbook (7th Edition):

Espinoza, Ana Corina Soto. “The role of co-constructed community, school, and university partnerships in providing adult agents to support learner identities among urban youth.” 2009. Web. 29 Jan 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 Jan 29]. 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

8. 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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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

9. Moon, Linda. A needs assessment of an urban elementary school district's afterschool program.

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

 Science, technology, engineering, and math (STEM) education has been a hot button issue in recent years, especially concerning its implementation in schools and application to… (more)

Subjects/Keywords: STEM; OST; out-of-school time; needs assessment; knowledge; motivation; professional development; curriculum; project-based learning; afterschool

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APA (6th Edition):

Moon, L. (2015). A needs assessment of an urban elementary school district's afterschool program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266

Chicago Manual of Style (16th Edition):

Moon, Linda. “A needs assessment of an urban elementary school district's afterschool program.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266.

MLA Handbook (7th Edition):

Moon, Linda. “A needs assessment of an urban elementary school district's afterschool program.” 2015. Web. 29 Jan 2020.

Vancouver:

Moon L. A needs assessment of an urban elementary school district's afterschool program. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266.

Council of Science Editors:

Moon L. A needs assessment of an urban elementary school district's afterschool program. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266


University of Southern California

10. 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 January 29, 2020. 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. 29 Jan 2020.

Vancouver:

Kim G. Investigating promising school leadership practices in two California charter schools. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 29]. 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

11. Carruthers, Anthony Steven. An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors.

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

 Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement in the Pasadena Unified School District (PUSD) from… (more)

Subjects/Keywords: collaboration; professional learning communities; defined autonomy; team development; student achievement; purposeful community; communities of practice; coherence; reciprocal accountability

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APA (6th Edition):

Carruthers, A. S. (2013). An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/244431/rec/745

Chicago Manual of Style (16th Edition):

Carruthers, Anthony Steven. “An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/244431/rec/745.

MLA Handbook (7th Edition):

Carruthers, Anthony Steven. “An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors.” 2013. Web. 29 Jan 2020.

Vancouver:

Carruthers AS. An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/244431/rec/745.

Council of Science Editors:

Carruthers AS. An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/244431/rec/745


University of Southern California

12. 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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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

13. Landaverde Rivas, Sylvia Cristina. The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program.

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

 This study identifies experiences contributing to the growing gender gap for minority students attaining a postsecondary education. Through a qualitative case analysis approach utilizing interviews,… (more)

Subjects/Keywords: Latino; gender; gender-gap; minority; minority males; minority male support programs; Latinos in higher education; Latinos in postsecondary education; minority gender-gaps; Hispanics in higher education; Hispanic gender-gap; Hispanics in postsecondary education

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APA (6th Edition):

Landaverde Rivas, S. C. (2014). The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753

Chicago Manual of Style (16th Edition):

Landaverde Rivas, Sylvia Cristina. “The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753.

MLA Handbook (7th Edition):

Landaverde Rivas, Sylvia Cristina. “The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program.” 2014. Web. 29 Jan 2020.

Vancouver:

Landaverde Rivas SC. The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753.

Council of Science Editors:

Landaverde Rivas SC. The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753


University of Southern California

14. Seki, Glenn Kunitoshi. The relationship between motivational factors and engagement in an urban high school setting.

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

 The purpose of this study was to examine the relationship between ethnicity and grade level, motivational factors (instrumental motivation, reading, math, self‐efficacy/self-beliefs, learning strategies, and… (more)

Subjects/Keywords: education; high school; K12; motivation; engagement; effort; path model; urban high school; secondary education; educational psychology; ethnicity; survey; minorities; African American; Black; Latino; Hispanic; Asian; instrumental motivation; reading; math; self‐efficacy/self‐beliefs; learning strategies; academic self‐concept; learning strategies; grade level

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APA (6th Edition):

Seki, G. K. (2014). The relationship between motivational factors and engagement in an urban high school setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140

Chicago Manual of Style (16th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

MLA Handbook (7th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Web. 29 Jan 2020.

Vancouver:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

Council of Science Editors:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140


University of Southern California

15. Molina-Solis, Lesette Wendy. An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District.

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

 The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified… (more)

Subjects/Keywords: Hispanic EL; achievement gap; gap analysis

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APA (6th Edition):

Molina-Solis, L. W. (2011). An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/465470/rec/657

Chicago Manual of Style (16th Edition):

Molina-Solis, Lesette Wendy. “An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/465470/rec/657.

MLA Handbook (7th Edition):

Molina-Solis, Lesette Wendy. “An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District.” 2011. Web. 29 Jan 2020.

Vancouver:

Molina-Solis LW. An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/465470/rec/657.

Council of Science Editors:

Molina-Solis LW. An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/465470/rec/657


University of Southern California

16. 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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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

17. 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 January 29, 2020. 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. 29 Jan 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 Jan 29]. 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

18. Aguirre, Tomás A. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.

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

 This study examines the experiences of a number of participants from urban community colleges with high percentages of students from underrepresented populations in Central California.… (more)

Subjects/Keywords: higher education; student success; action research; minorities; retention; graduation

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APA (6th Edition):

Aguirre, T. A. (2012). Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530

Chicago Manual of Style (16th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

MLA Handbook (7th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Web. 29 Jan 2020.

Vancouver:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

Council of Science Editors:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530


University of Southern California

19. 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 January 29, 2020. 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. 29 Jan 2020.

Vancouver:

Flores AM. Exploring motivational factors of students with LD in SOLL courses. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 29]. 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

20. 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 January 29, 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. 29 Jan 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 Jan 29]. 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

21. Alford, Hannah S. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.

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

 Serving nearly 12 million students annually, American public community colleges provide access to higher education for a large and diverse population, including those who would… (more)

Subjects/Keywords: student-faculty interaction; racial identity; cultural mistrust; persistence; community college; African American/Black students

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APA (6th Edition):

Alford, H. S. (2012). The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989

Chicago Manual of Style (16th Edition):

Alford, Hannah S. “The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989.

MLA Handbook (7th Edition):

Alford, Hannah S. “The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.” 2012. Web. 29 Jan 2020.

Vancouver:

Alford HS. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989.

Council of Science Editors:

Alford HS. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989


University of Southern California

22. 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 January 29, 2020. 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. 29 Jan 2020.

Vancouver:

Nellman SW. A formative evaluation of a high school blended learning biology course. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jan 29]. 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

23. 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 January 29, 2020. 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. 29 Jan 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 Jan 29]. 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

24. Bennett, Sharon L. H. A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model.

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

 This project was a capstone project conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English… (more)

Subjects/Keywords: english learners; parent involvement; parent engagement; teacher collaboration; funds of knowledge; lesson study; action research; literacy

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APA (6th Edition):

Bennett, S. L. H. (2013). A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65

Chicago Manual of Style (16th Edition):

Bennett, Sharon L H. “A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65.

MLA Handbook (7th Edition):

Bennett, Sharon L H. “A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model.” 2013. Web. 29 Jan 2020.

Vancouver:

Bennett SLH. A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65.

Council of Science Editors:

Bennett SLH. A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65


University of Southern California

25. 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 January 29, 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. 29 Jan 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 Jan 29]. 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

26. 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 (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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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

27. Ferrell, Amanda M. Classroom social environments, motivational beliefs, and student engagement.

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

 This study examines the relationship between features of the social classroom environment (teacher support, student support, teacher promotion of interaction) and three types of student… (more)

Subjects/Keywords: motivation; student engagement; mathematics; motivational beliefs; classroom environment

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APA (6th Edition):

Ferrell, A. M. (2012). Classroom social environments, motivational beliefs, and student engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375

Chicago Manual of Style (16th Edition):

Ferrell, Amanda M. “Classroom social environments, motivational beliefs, and student engagement.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375.

MLA Handbook (7th Edition):

Ferrell, Amanda M. “Classroom social environments, motivational beliefs, and student engagement.” 2012. Web. 29 Jan 2020.

Vancouver:

Ferrell AM. Classroom social environments, motivational beliefs, and student engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375.

Council of Science Editors:

Ferrell AM. Classroom social environments, motivational beliefs, and student engagement. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/217721/rec/1375


University of Southern California

28. Fujii, Kayoko. Cognitive pretesting of teachers' beliefs about reading motivation.

Degree: EdD, Education, 2013, University of Southern California

 The present study sought to further establish the validity evidence of the newly developed Teachers’ Beliefs about Students’ Motivation for Reading Questionnaire by evaluating the… (more)

Subjects/Keywords: cognitive pretesting; cognitive validity; teachers' beliefs; reading motivation

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

APA (6th Edition):

Fujii, K. (2013). Cognitive pretesting of teachers' beliefs about reading motivation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422

Chicago Manual of Style (16th Edition):

Fujii, Kayoko. “Cognitive pretesting of teachers' beliefs about reading motivation.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422.

MLA Handbook (7th Edition):

Fujii, Kayoko. “Cognitive pretesting of teachers' beliefs about reading motivation.” 2013. Web. 29 Jan 2020.

Vancouver:

Fujii K. Cognitive pretesting of teachers' beliefs about reading motivation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422.

Council of Science Editors:

Fujii K. Cognitive pretesting of teachers' beliefs about reading motivation. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/128244/rec/1422


University of Southern California

29. Amran, Jennifer Marie. The perceived importance coaches have on student-athletes' academic performance.

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

 There is a dearth of literature on the coach and student-athlete relationship within the academic realm. Various research reports that the relationship between athletes and… (more)

Subjects/Keywords: athletes; student-athletes; coaches; intercollegiate athletics

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

APA (6th Edition):

Amran, J. M. (2013). The perceived importance coaches have on student-athletes' academic performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347503/rec/7061

Chicago Manual of Style (16th Edition):

Amran, Jennifer Marie. “The perceived importance coaches have on student-athletes' academic performance.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347503/rec/7061.

MLA Handbook (7th Edition):

Amran, Jennifer Marie. “The perceived importance coaches have on student-athletes' academic performance.” 2013. Web. 29 Jan 2020.

Vancouver:

Amran JM. The perceived importance coaches have on student-athletes' academic performance. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347503/rec/7061.

Council of Science Editors:

Amran JM. The perceived importance coaches have on student-athletes' academic performance. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/347503/rec/7061


University of Southern California

30. Mejia, Madeleine. Self-reflective practices and procedures to systematically examine reading comprehension instruction.

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

 The purpose of this study was to examine the processes and practices teachers use to engage in self-reflection of reading comprehension instruction. The aim was… (more)

Subjects/Keywords: self-reflection; reading comprehension; reading; reading instruction; reading comprehension instruction

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

APA (6th Edition):

Mejia, M. (2015). Self-reflective practices and procedures to systematically examine reading comprehension instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772

Chicago Manual of Style (16th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

MLA Handbook (7th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Web. 29 Jan 2020.

Vancouver:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jan 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

Council of Science Editors:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772

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