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You searched for +publisher:"University of Southern California" +contributor:("Tobey, Patricia Elaine"). Showing records 1 – 30 of 54 total matches.

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University of Southern California

1. Estrada, Veronica Emily. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.

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

 This study extends the findings from previous research on the benefits of diversity courses and diversity experiences on student democratic outcomes. The purpose of this… (more)

Subjects/Keywords: diversity courses; student diversity experiences; democratic values; higher education; diversity requirement; undergraduate students; diversity outcomes

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APA (6th Edition):

Estrada, V. E. (2012). Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527

Chicago Manual of Style (16th Edition):

Estrada, Veronica Emily. “Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527.

MLA Handbook (7th Edition):

Estrada, Veronica Emily. “Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.” 2012. Web. 19 Aug 2019.

Vancouver:

Estrada VE. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527.

Council of Science Editors:

Estrada VE. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527


University of Southern California

2. Bennett, Corliss P. Bridging the gap: a case study of an African American residential community at a predominantly White institution.

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

 This case study applies Schlossberg’s Transitional Theory (1995) to African Americans’ transition and persistence in higher education. The purpose of this case study was to… (more)

Subjects/Keywords: African American residential community; Black residential community; special interest housing; first year programs; African American student programs

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APA (6th Edition):

Bennett, C. P. (2014). Bridging the gap: a case study of an African American residential community at a predominantly White institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163

Chicago Manual of Style (16th Edition):

Bennett, Corliss P. “Bridging the gap: a case study of an African American residential community at a predominantly White institution.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163.

MLA Handbook (7th Edition):

Bennett, Corliss P. “Bridging the gap: a case study of an African American residential community at a predominantly White institution.” 2014. Web. 19 Aug 2019.

Vancouver:

Bennett CP. Bridging the gap: a case study of an African American residential community at a predominantly White institution. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163.

Council of Science Editors:

Bennett CP. Bridging the gap: a case study of an African American residential community at a predominantly White institution. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163


University of Southern California

3. Kinley, Deborah Hall. Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation.

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

 Accreditation in higher education is a kind of quality assurance instrument: a formal recognition by an external group of the maintenance of a certain minimum… (more)

Subjects/Keywords: accreditation; leadership; community college; accrediting commission; sanction

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APA (6th Edition):

Kinley, D. H. (2015). Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014

Chicago Manual of Style (16th Edition):

Kinley, Deborah Hall. “Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014.

MLA Handbook (7th Edition):

Kinley, Deborah Hall. “Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation.” 2015. Web. 19 Aug 2019.

Vancouver:

Kinley DH. Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014.

Council of Science Editors:

Kinley DH. Perspectives on accreditation and leadership: a case study of an urban city college in jeopardy of losing accreditation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/588234/rec/5014


University of Southern California

4. Flores, Julio Rene. Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college.

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

 It is estimated that Latinos will comprise 30% of the U.S. Population by 2050 (Passel & Cohn, 2008). Given these demographic predictions, Millett and Nettles… (more)

Subjects/Keywords: STEM; Latina/os; engineering; community college; persistence

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APA (6th Edition):

Flores, J. R. (2015). Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/565809/rec/4999

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Flores, Julio Rene. “Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college.” 2015. Thesis, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/565809/rec/4999.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Flores, Julio Rene. “Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college.” 2015. Web. 19 Aug 2019.

Vancouver:

Flores JR. Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college. [Internet] [Thesis]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/565809/rec/4999.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flores JR. Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college. [Thesis]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/565809/rec/4999

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

5. Philadelphia, Marion. Will school-based online faculty development be an effective tool for their professional growth?.

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

 This case study was built on the premise that faculty in higher education, in order to be effective core facilitators of student learning, need additional… (more)

Subjects/Keywords: faculty development; pedagogy; faculty learning; faculty professional development; online learning; instructional technology; universal design; creativity; creative thinking; leadership; faculty motivation; reflection; institutional culture; faculty in higher education

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APA (6th Edition):

Philadelphia, M. (2013). Will school-based online faculty development be an effective tool for their professional growth?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937

Chicago Manual of Style (16th Edition):

Philadelphia, Marion. “Will school-based online faculty development be an effective tool for their professional growth?.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937.

MLA Handbook (7th Edition):

Philadelphia, Marion. “Will school-based online faculty development be an effective tool for their professional growth?.” 2013. Web. 19 Aug 2019.

Vancouver:

Philadelphia M. Will school-based online faculty development be an effective tool for their professional growth?. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937.

Council of Science Editors:

Philadelphia M. Will school-based online faculty development be an effective tool for their professional growth?. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937


University of Southern California

6. Betancourt Lopez, Ilder Andres. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.

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

 Statistics is a complicated subject to teach because it involves interpretational, mathematical, and logical components. Given the importance of introduction to statistics for many non‐technical… (more)

Subjects/Keywords: cognitive load theory; cognitive theory of multimedia learning; PowerPoint; statistics course

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APA (6th Edition):

Betancourt Lopez, I. A. (2014). PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158

Chicago Manual of Style (16th Edition):

Betancourt Lopez, Ilder Andres. “PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158.

MLA Handbook (7th Edition):

Betancourt Lopez, Ilder Andres. “PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics.” 2014. Web. 19 Aug 2019.

Vancouver:

Betancourt Lopez IA. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158.

Council of Science Editors:

Betancourt Lopez IA. PowerPoint design based on cognitive load theory and cognitive theory of multimedia learning for introduction to statistics. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/373351/rec/5158


University of Southern California

7. Hermoso, Katrina Virata. Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university.

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

 The unique experiences of community college transfer students have not been explored at public, four-year universities. Most of the research on the experiences of community… (more)

Subjects/Keywords: higher education administration

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APA (6th Edition):

Hermoso, K. V. (2013). Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566

Chicago Manual of Style (16th Edition):

Hermoso, Katrina Virata. “Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566.

MLA Handbook (7th Edition):

Hermoso, Katrina Virata. “Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university.” 2013. Web. 19 Aug 2019.

Vancouver:

Hermoso KV. Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566.

Council of Science Editors:

Hermoso KV. Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566


University of Southern California

8. Lee, Michiko Dawson. Universal design for learning in teacher preparation: preparing for a classroom of diverse learners.

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

 Today’s classrooms are increasingly diverse and inclusive of all types of students ranging from English language learners, gifted and talented, at‐risk students, to students with… (more)

Subjects/Keywords: universal design for learning; UDL; diverse learner; teacher preparation; full inclusion; differentiation; university‐based teacher preparation

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APA (6th Edition):

Lee, M. D. (2015). Universal design for learning in teacher preparation: preparing for a classroom of diverse learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/583234/rec/7689

Chicago Manual of Style (16th Edition):

Lee, Michiko Dawson. “Universal design for learning in teacher preparation: preparing for a classroom of diverse learners.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/583234/rec/7689.

MLA Handbook (7th Edition):

Lee, Michiko Dawson. “Universal design for learning in teacher preparation: preparing for a classroom of diverse learners.” 2015. Web. 19 Aug 2019.

Vancouver:

Lee MD. Universal design for learning in teacher preparation: preparing for a classroom of diverse learners. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/583234/rec/7689.

Council of Science Editors:

Lee MD. Universal design for learning in teacher preparation: preparing for a classroom of diverse learners. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/583234/rec/7689


University of Southern California

9. Smith, Scott A. Examining presence as an influence on learning engagement.

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

 The sense of presence—a feeling of engagement with a mediated or artificial experience that so closely mirrors the experience of its natural, unmediated analogue that… (more)

Subjects/Keywords: presence; learning engagement; pedagogy; distance education; classroom design; virtual learning environments; text chat; educational psychology; technology; online classrooms; sense of presence

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APA (6th Edition):

Smith, S. A. (2014). Examining presence as an influence on learning engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/422183/rec/2576

Chicago Manual of Style (16th Edition):

Smith, Scott A. “Examining presence as an influence on learning engagement.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/422183/rec/2576.

MLA Handbook (7th Edition):

Smith, Scott A. “Examining presence as an influence on learning engagement.” 2014. Web. 19 Aug 2019.

Vancouver:

Smith SA. Examining presence as an influence on learning engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/422183/rec/2576.

Council of Science Editors:

Smith SA. Examining presence as an influence on learning engagement. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/422183/rec/2576


University of Southern California

10. David, Susan. The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu.

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

 This study was conducted to assess the effectiveness on learning transfer, motivation, self-efficacy, and performance goal orientation [of two specific Brazilian Jiu-Jitsu programs.] The first… (more)

Subjects/Keywords: learning transfer; motivation; self-efficacy; performance orientation; evidence-based training; Brazilian Jiu-Jitsu

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APA (6th Edition):

David, S. (2015). The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618

Chicago Manual of Style (16th Edition):

David, Susan. “The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618.

MLA Handbook (7th Edition):

David, Susan. “The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu.” 2015. Web. 19 Aug 2019.

Vancouver:

David S. The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618.

Council of Science Editors:

David S. The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546871/rec/6618


University of Southern California

11. Woods, Taniko Nicole. Service provider compliance with regional center service agreement: a gap analysis.

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

 The purpose of this dissertation research study was to conduct a gap analysis to determine the root causes of the organizational problem of regional center… (more)

Subjects/Keywords: service provider; regional center; developmental disability; compliance; gap analysis; public funding

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APA (6th Edition):

Woods, T. N. (2015). Service provider compliance with regional center service agreement: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/621805/rec/5798

Chicago Manual of Style (16th Edition):

Woods, Taniko Nicole. “Service provider compliance with regional center service agreement: a gap analysis.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/621805/rec/5798.

MLA Handbook (7th Edition):

Woods, Taniko Nicole. “Service provider compliance with regional center service agreement: a gap analysis.” 2015. Web. 19 Aug 2019.

Vancouver:

Woods TN. Service provider compliance with regional center service agreement: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/621805/rec/5798.

Council of Science Editors:

Woods TN. Service provider compliance with regional center service agreement: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/621805/rec/5798


University of Southern California

12. Nicholson, Nicole Lee. The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective.

Degree: EdD, Education, 2012, University of Southern California

 The purpose of this study was to determine whether stimulant-medicated adult college students with ADHD outperformed non-stimulant medicated students on neuropsychological and academic measures. A… (more)

Subjects/Keywords: ADHD; executive functioning; stimulant medication

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APA (6th Edition):

Nicholson, N. L. (2012). The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700

Chicago Manual of Style (16th Edition):

Nicholson, Nicole Lee. “The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700.

MLA Handbook (7th Edition):

Nicholson, Nicole Lee. “The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective.” 2012. Web. 19 Aug 2019.

Vancouver:

Nicholson NL. The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700.

Council of Science Editors:

Nicholson NL. The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700


University of Southern California

13. Diaz, Leonel Alberto, Jr. The gamification of judicial affairs: addressing learning for 'digital students'.

Degree: MEd, Postsecondary Administration and Student Affairs, 2012, University of Southern California

 This thesis focuses on how the gamification of judicial affairs, residential life and housing can become instrumental to improve student conduct on university campuses as… (more)

Subjects/Keywords: millennial students; video games; gamification; higher education; digital natives; judicial affairs; student affairs

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APA (6th Edition):

Diaz, Leonel Alberto, J. (2012). The gamification of judicial affairs: addressing learning for 'digital students'. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95498/rec/6738

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Diaz, Leonel Alberto, Jr. “The gamification of judicial affairs: addressing learning for 'digital students'.” 2012. Thesis, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95498/rec/6738.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Diaz, Leonel Alberto, Jr. “The gamification of judicial affairs: addressing learning for 'digital students'.” 2012. Web. 19 Aug 2019.

Vancouver:

Diaz, Leonel Alberto J. The gamification of judicial affairs: addressing learning for 'digital students'. [Internet] [Thesis]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95498/rec/6738.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Diaz, Leonel Alberto J. The gamification of judicial affairs: addressing learning for 'digital students'. [Thesis]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95498/rec/6738

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

14. Wells, Patricia Beckmann. Examining the use of online storytelling as a motivation for young learners to practice narrative skills.

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

 The purpose of this exploratory study was to examine the use of online storytelling as a motivation for young learners to practice narrative skills, measured… (more)

Subjects/Keywords: educational technology; motivation; oral story; active choice; persistence; mental effort; iPhone; app; online learning; digital storytelling; narrative

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APA (6th Edition):

Wells, P. B. (2013). Examining the use of online storytelling as a motivation for young learners to practice narrative skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/287575/rec/2598

Chicago Manual of Style (16th Edition):

Wells, Patricia Beckmann. “Examining the use of online storytelling as a motivation for young learners to practice narrative skills.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/287575/rec/2598.

MLA Handbook (7th Edition):

Wells, Patricia Beckmann. “Examining the use of online storytelling as a motivation for young learners to practice narrative skills.” 2013. Web. 19 Aug 2019.

Vancouver:

Wells PB. Examining the use of online storytelling as a motivation for young learners to practice narrative skills. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/287575/rec/2598.

Council of Science Editors:

Wells PB. Examining the use of online storytelling as a motivation for young learners to practice narrative skills. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/287575/rec/2598


University of Southern California

15. Pearson, Mark Adrian. The impact of diversity courses on students' critical thinking skills.

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

 This study examines the impact of diversity courses on 553 students’ critical thinking skills. The study was conducted at a large, highly selective, private, tier… (more)

Subjects/Keywords: critical thinking; diversity courses; education; student learning; student impact theory; CIRP; CCTDI; education; higher education; general education requirements; student outcomes survey; sudent development theory; cognitive development theory.

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APA (6th Edition):

Pearson, M. A. (2012). The impact of diversity courses on students' critical thinking skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788

Chicago Manual of Style (16th Edition):

Pearson, Mark Adrian. “The impact of diversity courses on students' critical thinking skills.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788.

MLA Handbook (7th Edition):

Pearson, Mark Adrian. “The impact of diversity courses on students' critical thinking skills.” 2012. Web. 19 Aug 2019.

Vancouver:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788.

Council of Science Editors:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/74965/rec/6788


University of Southern California

16. Anderson, Valerie Lynn. A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty.

Degree: EdD, Education, 2012, University of Southern California

 This study used an anonymous online survey instrument to explore the educational preparation as well as the pedagogical and assessment methods used in support of… (more)

Subjects/Keywords: engineering faculty; learning disabilities; pedagogical strategies; attitudes; survey

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APA (6th Edition):

Anderson, V. L. (2012). A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/61319/rec/409

Chicago Manual of Style (16th Edition):

Anderson, Valerie Lynn. “A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/61319/rec/409.

MLA Handbook (7th Edition):

Anderson, Valerie Lynn. “A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty.” 2012. Web. 19 Aug 2019.

Vancouver:

Anderson VL. A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/61319/rec/409.

Council of Science Editors:

Anderson VL. A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/61319/rec/409


University of Southern California

17. Cayetano, Rufus E. A descriptive analysis focusing on similarities and differences among the U.S. service academies.

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

 This qualitative study provides a descriptive analysis of the similarities and differences among the U.S. service academies with an emphasis on the engineering programs. The… (more)

Subjects/Keywords: accreditation; U.S. service academies; U.S. Naval Academy; U.S. Military Academy; U.S. Air Force Academy

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APA (6th Edition):

Cayetano, R. E. (2015). A descriptive analysis focusing on similarities and differences among the U.S. service academies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545213/rec/170

Chicago Manual of Style (16th Edition):

Cayetano, Rufus E. “A descriptive analysis focusing on similarities and differences among the U.S. service academies.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545213/rec/170.

MLA Handbook (7th Edition):

Cayetano, Rufus E. “A descriptive analysis focusing on similarities and differences among the U.S. service academies.” 2015. Web. 19 Aug 2019.

Vancouver:

Cayetano RE. A descriptive analysis focusing on similarities and differences among the U.S. service academies. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545213/rec/170.

Council of Science Editors:

Cayetano RE. A descriptive analysis focusing on similarities and differences among the U.S. service academies. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545213/rec/170


University of Southern California

18. Hairapetian, Anet. Analysis of innovative teaching strategies for students with learning disabilities.

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

 The reauthorization of Individuals with Disability Education Act (IDEA) in 2004 mandated that students with disabilities be educated in the least restrictive environment (LRE), which… (more)

Subjects/Keywords: special education; inclusion; strategies; learning disabilities; teacher training for inclusion; administrative support; teacher perception

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APA (6th Edition):

Hairapetian, A. (2015). Analysis of innovative teaching strategies for students with learning disabilities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808

Chicago Manual of Style (16th Edition):

Hairapetian, Anet. “Analysis of innovative teaching strategies for students with learning disabilities.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808.

MLA Handbook (7th Edition):

Hairapetian, Anet. “Analysis of innovative teaching strategies for students with learning disabilities.” 2015. Web. 19 Aug 2019.

Vancouver:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808.

Council of Science Editors:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808


University of Southern California

19. May, Richard. Assessment, accountability & accreditation: a study of MOOC provider perceptions.

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

 This qualitative study explored how Massive Open Online Course (MOOC) providers perceive the concepts of assessment, accountability, and accreditation. Seven MOOC providers were interviewed via… (more)

Subjects/Keywords: MOOC; assessment; accountability; accreditation

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APA (6th Edition):

May, R. (2015). Assessment, accountability & accreditation: a study of MOOC provider perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957

Chicago Manual of Style (16th Edition):

May, Richard. “Assessment, accountability & accreditation: a study of MOOC provider perceptions.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957.

MLA Handbook (7th Edition):

May, Richard. “Assessment, accountability & accreditation: a study of MOOC provider perceptions.” 2015. Web. 19 Aug 2019.

Vancouver:

May R. Assessment, accountability & accreditation: a study of MOOC provider perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957.

Council of Science Editors:

May R. Assessment, accountability & accreditation: a study of MOOC provider perceptions. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957


University of Southern California

20. Haggerty, Rebecca Marie. Then I started thinking: a qualitative study of innovative projects by secondary students in STEM disciplines.

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

 This qualitative bounded case study examined the self‐described motivations of 14 finalists in an international science fair, eight male and six female, between the ages… (more)

Subjects/Keywords: STEM education; gifted education; motivation; high‐achieving adolescents; gender; cross‐cultural studies; innovation; science fairs

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APA (6th Edition):

Haggerty, R. M. (2014). Then I started thinking: a qualitative study of innovative projects by secondary students in STEM disciplines. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/461658/rec/7413

Chicago Manual of Style (16th Edition):

Haggerty, Rebecca Marie. “Then I started thinking: a qualitative study of innovative projects by secondary students in STEM disciplines.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/461658/rec/7413.

MLA Handbook (7th Edition):

Haggerty, Rebecca Marie. “Then I started thinking: a qualitative study of innovative projects by secondary students in STEM disciplines.” 2014. Web. 19 Aug 2019.

Vancouver:

Haggerty RM. Then I started thinking: a qualitative study of innovative projects by secondary students in STEM disciplines. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/461658/rec/7413.

Council of Science Editors:

Haggerty RM. Then I started thinking: a qualitative study of innovative projects by secondary students in STEM disciplines. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/461658/rec/7413


University of Southern California

21. Lara, Catalina. Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities.

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

 In researching alternative strategies to address the lower academic success of Mexican-American youth in the United States this study had a foundation in sociocultural theory.… (more)

Subjects/Keywords: binational collaborations; transnational collaborations; Mexican-Americans education; Mexican universities in the United States; Latin diaspora and Mexico's social responsibility; bilingualism and academic effort of Mexican Americans; immigrant youth as cultural brokers; immigrant youth in globalized society; bicultural youth; language and identity in immigrant youth; qualitative case study of a Mexican university; transnational research; binational academic partnerships; immigrants as global citizens; Spanish language education for Mexican-Americans; ecological model; Bronfrenbrenner

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APA (6th Edition):

Lara, C. (2015). Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1102

Chicago Manual of Style (16th Edition):

Lara, Catalina. “Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1102.

MLA Handbook (7th Edition):

Lara, Catalina. “Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities.” 2015. Web. 19 Aug 2019.

Vancouver:

Lara C. Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1102.

Council of Science Editors:

Lara C. Binational collaborations: towards academic success of Mexican-Americans in the United States through Mexican universities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/530238/rec/1102


University of Southern California

22. Kim, Lauren Michelle. Assessment and accreditation of undergraduate study abroad programs.

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

 In increasingly global society, students are expected to achieve intercultural competence, and studying abroad is one way to achieve this. Study abroad programs have a… (more)

Subjects/Keywords: study abroad; intercultural competence; assessment; accreditation

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APA (6th Edition):

Kim, L. M. (2015). Assessment and accreditation of undergraduate study abroad programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576434/rec/950

Chicago Manual of Style (16th Edition):

Kim, Lauren Michelle. “Assessment and accreditation of undergraduate study abroad programs.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576434/rec/950.

MLA Handbook (7th Edition):

Kim, Lauren Michelle. “Assessment and accreditation of undergraduate study abroad programs.” 2015. Web. 19 Aug 2019.

Vancouver:

Kim LM. Assessment and accreditation of undergraduate study abroad programs. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576434/rec/950.

Council of Science Editors:

Kim LM. Assessment and accreditation of undergraduate study abroad programs. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576434/rec/950


University of Southern California

23. Mijalski, Maryse. Foreign language education for the 21st century: developing intercultural competence in an online intercultural exchange.

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

 As world cultures become increasingly globalized and interconnected, it is critical that colleges across the United States educate students to collaborate across and beyond national… (more)

Subjects/Keywords: foreign language education; intercultural competence; online intercultural exchange

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APA (6th Edition):

Mijalski, M. (2014). Foreign language education for the 21st century: developing intercultural competence in an online intercultural exchange. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379718/rec/2865

Chicago Manual of Style (16th Edition):

Mijalski, Maryse. “Foreign language education for the 21st century: developing intercultural competence in an online intercultural exchange.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379718/rec/2865.

MLA Handbook (7th Edition):

Mijalski, Maryse. “Foreign language education for the 21st century: developing intercultural competence in an online intercultural exchange.” 2014. Web. 19 Aug 2019.

Vancouver:

Mijalski M. Foreign language education for the 21st century: developing intercultural competence in an online intercultural exchange. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379718/rec/2865.

Council of Science Editors:

Mijalski M. Foreign language education for the 21st century: developing intercultural competence in an online intercultural exchange. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379718/rec/2865


University of Southern California

24. Massa, Michael Manuel. Innovative strategies for students with special needs.

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

 This study sought to understand school personnel’s practices that serve to facilitate enrollment of youth with IEPs returning from juvenile detention. Using case study and… (more)

Subjects/Keywords: special education; juvenile justice

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APA (6th Edition):

Massa, M. M. (2015). Innovative strategies for students with special needs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504

Chicago Manual of Style (16th Edition):

Massa, Michael Manuel. “Innovative strategies for students with special needs.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504.

MLA Handbook (7th Edition):

Massa, Michael Manuel. “Innovative strategies for students with special needs.” 2015. Web. 19 Aug 2019.

Vancouver:

Massa MM. Innovative strategies for students with special needs. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504.

Council of Science Editors:

Massa MM. Innovative strategies for students with special needs. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549334/rec/3504


University of Southern California

25. Flowers, Lavon N. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.

Degree: EdD, Education, 2012, University of Southern California

 Background: Studies conducted in the areas of attention deficit hyperactivity disorder (ADHD) and students support services at the postsecondary level are very limited. Therefore, there… (more)

Subjects/Keywords: special education; ADHD; community college; social capital; post secondary education; K-12 education; disability; support services; Attention Deficit Hyperactivity Disorder; disabled students

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APA (6th Edition):

Flowers, L. N. (2012). Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338

Chicago Manual of Style (16th Edition):

Flowers, Lavon N. “Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338.

MLA Handbook (7th Edition):

Flowers, Lavon N. “Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.” 2012. Web. 19 Aug 2019.

Vancouver:

Flowers LN. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338.

Council of Science Editors:

Flowers LN. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4338


University of Southern California

26. Mataczynski, Lisa. Advising and acculturation variables as predictors of satisfaction, sense of belonging, and persistence among international undergraduates.

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

 Guided by the work of Hurtado and Carter (1997) as an alternative to Tinto’s theory of student departure (1993), the purpose of this quantitative study… (more)

Subjects/Keywords: academic advising; acculturation; international students; retention; persistence; sense of belonging; undergraduates; higher education; satisfaction

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APA (6th Edition):

Mataczynski, L. (2013). Advising and acculturation variables as predictors of satisfaction, sense of belonging, and persistence among international undergraduates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/237853/rec/561

Chicago Manual of Style (16th Edition):

Mataczynski, Lisa. “Advising and acculturation variables as predictors of satisfaction, sense of belonging, and persistence among international undergraduates.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/237853/rec/561.

MLA Handbook (7th Edition):

Mataczynski, Lisa. “Advising and acculturation variables as predictors of satisfaction, sense of belonging, and persistence among international undergraduates.” 2013. Web. 19 Aug 2019.

Vancouver:

Mataczynski L. Advising and acculturation variables as predictors of satisfaction, sense of belonging, and persistence among international undergraduates. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/237853/rec/561.

Council of Science Editors:

Mataczynski L. Advising and acculturation variables as predictors of satisfaction, sense of belonging, and persistence among international undergraduates. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/237853/rec/561


University of Southern California

27. Barlow, Nathan J. The effects of accreditation on the passing rates of the California bar exam.

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

 The motivation behind this study was to add to the body of academic knowledge regarding the relationship between accreditation and student outcomes. This study contributed… (more)

Subjects/Keywords: accreditation; LSAT; UGPA; American Bar Association; ABA; Western Association of Schools and Colleges; WASC; law schools; California bar exam; California Bar Association; passing rates

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APA (6th Edition):

Barlow, N. J. (2015). The effects of accreditation on the passing rates of the California bar exam. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636

Chicago Manual of Style (16th Edition):

Barlow, Nathan J. “The effects of accreditation on the passing rates of the California bar exam.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636.

MLA Handbook (7th Edition):

Barlow, Nathan J. “The effects of accreditation on the passing rates of the California bar exam.” 2015. Web. 19 Aug 2019.

Vancouver:

Barlow NJ. The effects of accreditation on the passing rates of the California bar exam. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636.

Council of Science Editors:

Barlow NJ. The effects of accreditation on the passing rates of the California bar exam. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542886/rec/6636


University of Southern California

28. Francis, Chandinie Devi Parasram. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.

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

 The overarching aim of this mixed methods study was to explore the online experiences of students with disabilities, with particular focus on students’ use of… (more)

Subjects/Keywords: students with disabilities; college students with disabilities in online courses; college students with disabilities; college students with disabilities in higher education online courses; students with disabilities and online courses; college students with disabilities and online; post secondary education and students with disabilities

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

APA (6th Edition):

Francis, C. D. P. (2012). Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148

Chicago Manual of Style (16th Edition):

Francis, Chandinie Devi Parasram. “Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148.

MLA Handbook (7th Edition):

Francis, Chandinie Devi Parasram. “Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.” 2012. Web. 19 Aug 2019.

Vancouver:

Francis CDP. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148.

Council of Science Editors:

Francis CDP. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148


University of Southern California

29. McGovern, Jacqueline Rose. Teacher efficacy and classroom management in the primary setting.

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

 Problematic behavior is an escalating concern in schools and one of the most serious distresses of both teachers and parents. Students who display disruptive behaviors… (more)

Subjects/Keywords: efficacy; teacher efficacy; self-efficacy; primary; classroom; behavior; management; strategy; strategies; method; methods; student; students

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

APA (6th Edition):

McGovern, J. R. (2015). Teacher efficacy and classroom management in the primary setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334

Chicago Manual of Style (16th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334.

MLA Handbook (7th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Web. 19 Aug 2019.

Vancouver:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334.

Council of Science Editors:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334


University of Southern California

30. Ihori, Derek K. Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: a comparative analysis of two-year and four-year institutions.

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

 Understanding the attitudes, beliefs, and practices of postsecondary faculty regarding students with Attention Deficit Hyperactivity Disorder (ADHD) and the laws that protect such students is… (more)

Subjects/Keywords: ADHD; Postsecondary; Community College; University; Section 504; Faculty; Perceptions; Attitudes; Beliefs; Four-Year University

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ihori, D. K. (2012). Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: a comparative analysis of two-year and four-year institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208025/rec/5141

Chicago Manual of Style (16th Edition):

Ihori, Derek K. “Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: a comparative analysis of two-year and four-year institutions.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208025/rec/5141.

MLA Handbook (7th Edition):

Ihori, Derek K. “Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: a comparative analysis of two-year and four-year institutions.” 2012. Web. 19 Aug 2019.

Vancouver:

Ihori DK. Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: a comparative analysis of two-year and four-year institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208025/rec/5141.

Council of Science Editors:

Ihori DK. Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: a comparative analysis of two-year and four-year institutions. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/208025/rec/5141

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