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You searched for +publisher:"University of Southern California" +contributor:("Tobey, Patricia"). Showing records 1 – 30 of 73 total matches.

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University of Southern California

1. Muraszewski, Alison K. Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems.

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

 Approximately 20% of our country’s children and youth suffer from some level of emotional and/or behavioral problem, yet only 25-35% of these particular students have… (more)

Subjects/Keywords: effective instructional strategies; emotional and behavioral problems; increased opportunities to respond; individualized curricular modifications; positive teacher praise; school norm; school‐wide positive behavioral supports; SWPBS; teacher beliefs; teacher behaviors; universal behavioral management system

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APA (6th Edition):

Muraszewski, A. K. (2015). Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540714/rec/2727

Chicago Manual of Style (16th Edition):

Muraszewski, Alison K. “Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540714/rec/2727.

MLA Handbook (7th Edition):

Muraszewski, Alison K. “Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems.” 2015. Web. 17 Feb 2019.

Vancouver:

Muraszewski AK. Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540714/rec/2727.

Council of Science Editors:

Muraszewski AK. Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540714/rec/2727


University of Southern California

2. Le Loup, Bridget R. The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization.

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

 Globalization is a contested phenomenon that has created broad implications across social, cultural, economic, and political contexts (Scott, 2000). The imprint of globalization in higher… (more)

Subjects/Keywords: global citizen; globalization; higher education; leadership; organizational change; community college

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APA (6th Edition):

Le Loup, B. R. (2009). The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561959/rec/6749

Chicago Manual of Style (16th Edition):

Le Loup, Bridget R. “The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561959/rec/6749.

MLA Handbook (7th Edition):

Le Loup, Bridget R. “The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization.” 2009. Web. 17 Feb 2019.

Vancouver:

Le Loup BR. The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561959/rec/6749.

Council of Science Editors:

Le Loup BR. The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561959/rec/6749


University of Southern California

3. Knepper, Jeffrey Mark. The impact of the mindful method Youth Empowerment Seminar (YES!) on students' self-efficacy, self-regulation, and academic performance for becoming college- and career-ready.

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

 Because self‐regulation has been documented as the main cause of K-12 students’ lack of college and career readiness, mindfulness interventions that augment self‐regulation, self‐efficacy and… (more)

Subjects/Keywords: mindfulness; mindfulness practice; mindful; meditation; breath; breathing techniques; yoga; Youth Empowerment Seminar; YES!; self‐regulation; self‐efficacy; academic performance; college and career‐ready; metacognition; SKY Breath; Sudarshan Kriya; focus meditation

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APA (6th Edition):

Knepper, J. M. (2015). The impact of the mindful method Youth Empowerment Seminar (YES!) on students' self-efficacy, self-regulation, and academic performance for becoming college- and career-ready. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/603706/rec/6840

Chicago Manual of Style (16th Edition):

Knepper, Jeffrey Mark. “The impact of the mindful method Youth Empowerment Seminar (YES!) on students' self-efficacy, self-regulation, and academic performance for becoming college- and career-ready.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/603706/rec/6840.

MLA Handbook (7th Edition):

Knepper, Jeffrey Mark. “The impact of the mindful method Youth Empowerment Seminar (YES!) on students' self-efficacy, self-regulation, and academic performance for becoming college- and career-ready.” 2015. Web. 17 Feb 2019.

Vancouver:

Knepper JM. The impact of the mindful method Youth Empowerment Seminar (YES!) on students' self-efficacy, self-regulation, and academic performance for becoming college- and career-ready. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/603706/rec/6840.

Council of Science Editors:

Knepper JM. The impact of the mindful method Youth Empowerment Seminar (YES!) on students' self-efficacy, self-regulation, and academic performance for becoming college- and career-ready. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/603706/rec/6840


University of Southern California

4. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

5. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

6. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

7. Bolen, Kevin John. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.

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

 This study examines the impact that diversity courses (DC’s), created to increase social awareness on college campuses, have on 553 students’ interactions with faculty, critical… (more)

Subjects/Keywords: diversity courses; student-faculty interactions; social engagement; critical thinking

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APA (6th Edition):

Bolen, K. J. (2010). Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943

Chicago Manual of Style (16th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

MLA Handbook (7th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Web. 17 Feb 2019.

Vancouver:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

Council of Science Editors:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943


University of Southern California

8. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

9. Stewart, Wendy Catherine. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.

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

 As population demographics continue to diversify in the United States and U.S. industries expand their markets and workforces to include communities abroad, college graduates will… (more)

Subjects/Keywords: diversity courses; service-learning; cross-racial interactions; classroom experience

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APA (6th Edition):

Stewart, W. C. (2010). Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661

Chicago Manual of Style (16th Edition):

Stewart, Wendy Catherine. “Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661.

MLA Handbook (7th Edition):

Stewart, Wendy Catherine. “Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.” 2010. Web. 17 Feb 2019.

Vancouver:

Stewart WC. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661.

Council of Science Editors:

Stewart WC. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661


University of Southern California

10. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

11. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

12. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

13. Coccarelli, Jamie Lynn. Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college.

Degree: MEd, Postsecondary Administration & Student Affairs, 2010, University of Southern California

 The purpose of this study was to apply the transition theory presented by Schlossberg et al. (1995) to students with learning disabilities when they transition… (more)

Subjects/Keywords: Schlossberg; transition; learning disabilities; college

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APA (6th Edition):

Coccarelli, J. L. (2010). Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/376707/rec/873

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):

Coccarelli, Jamie Lynn. “Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college.” 2010. Thesis, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/376707/rec/873.

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

MLA Handbook (7th Edition):

Coccarelli, Jamie Lynn. “Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college.” 2010. Web. 17 Feb 2019.

Vancouver:

Coccarelli JL. Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college. [Internet] [Thesis]. University of Southern California; 2010. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/376707/rec/873.

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

Council of Science Editors:

Coccarelli JL. Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/376707/rec/873

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


University of Southern California

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

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 February 17, 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. 17 Feb 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 Feb 17]. 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

15. 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 February 17, 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. 17 Feb 2019.

Vancouver:

Smith SA. Examining presence as an influence on learning engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Feb 17]. 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

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

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 February 17, 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. 17 Feb 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 Feb 17]. 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

17. Enciso, Martha. The influence of organizational learning on inquiry group participants in promoting equity at a community college.

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

 This study examines the experiences of three participants involved in an inquiry group project at an urban community college in Southern California. The participants explored… (more)

Subjects/Keywords: equity; organizational learning

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APA (6th Edition):

Enciso, M. (2009). The influence of organizational learning on inquiry group participants in promoting equity at a community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883

Chicago Manual of Style (16th Edition):

Enciso, Martha. “The influence of organizational learning on inquiry group participants in promoting equity at a community college.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883.

MLA Handbook (7th Edition):

Enciso, Martha. “The influence of organizational learning on inquiry group participants in promoting equity at a community college.” 2009. Web. 17 Feb 2019.

Vancouver:

Enciso M. The influence of organizational learning on inquiry group participants in promoting equity at a community college. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883.

Council of Science Editors:

Enciso M. The influence of organizational learning on inquiry group participants in promoting equity at a community college. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883


University of Southern California

18. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

19. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

20. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

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

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 February 17, 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. 17 Feb 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 Feb 17]. 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

22. Peisner, Elizabeth Suzanne. The internationalization of experiential learning for deaf and hard of hearing college students: a case study of accessibility and globalization.

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

 Utilizing a qualitative case study, this dissertation analyzed how one university provided accessibility to international experiential learning opportunities for a primarily disabled student population. The… (more)

Subjects/Keywords: deaf; hard of hearing; experiential learning; study abroad; internships; disabled; accessibility; inclusionary; internationalization; globalization; sign language; ASL; higher education

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

APA (6th Edition):

Peisner, E. S. (2011). The internationalization of experiential learning for deaf and hard of hearing college students: a case study of accessibility and globalization. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/631544/rec/6903

Chicago Manual of Style (16th Edition):

Peisner, Elizabeth Suzanne. “The internationalization of experiential learning for deaf and hard of hearing college students: a case study of accessibility and globalization.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/631544/rec/6903.

MLA Handbook (7th Edition):

Peisner, Elizabeth Suzanne. “The internationalization of experiential learning for deaf and hard of hearing college students: a case study of accessibility and globalization.” 2011. Web. 17 Feb 2019.

Vancouver:

Peisner ES. The internationalization of experiential learning for deaf and hard of hearing college students: a case study of accessibility and globalization. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/631544/rec/6903.

Council of Science Editors:

Peisner ES. The internationalization of experiential learning for deaf and hard of hearing college students: a case study of accessibility and globalization. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/631544/rec/6903


University of Southern California

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

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 February 17, 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. 17 Feb 2019.

Vancouver:

Pearson MA. The impact of diversity courses on students' critical thinking skills. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Feb 17]. 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

24. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

25. 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 February 17, 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. 17 Feb 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 Feb 17]. 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

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

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 February 17, 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. 17 Feb 2019.

Vancouver:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Feb 17]. 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

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

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 February 17, 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. 17 Feb 2019.

Vancouver:

May R. Assessment, accountability & accreditation: a study of MOOC provider perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Feb 17]. 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

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

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 February 17, 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. 17 Feb 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 Feb 17]. 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

29. Soto, Carmen. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.

Degree: MEd, Education (Counseling Psychology), 2011, University of Southern California

 The transition experience of community college transfer students at a highly selective university is marked by several difficulties, most notably a change from a seemingly… (more)

Subjects/Keywords: community college; private universities; Schlossberg'; s Transition Theory; student transition; traditionally underserved students; transfer students

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

APA (6th Edition):

Soto, C. (2011). “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989

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):

Soto, Carmen. ““Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.” 2011. Thesis, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989.

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

MLA Handbook (7th Edition):

Soto, Carmen. ““Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.” 2011. Web. 17 Feb 2019.

Vancouver:

Soto C. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. [Internet] [Thesis]. University of Southern California; 2011. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989.

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

Council of Science Editors:

Soto C. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989

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


University of Southern California

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

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 February 17, 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. 17 Feb 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 Feb 17]. 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

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