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You searched for +publisher:"University of Southern California" +contributor:("Yates, Kenneth A."). Showing records 1 – 30 of 68 total matches.

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University of Southern California

1. Llamas, Sonia Rodarte. An examination of tri-level collaboration around student achievement using the gap analysis approach: central office leadership factors.

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

 Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around student achievement at the central office leadership level in the… (more)

Subjects/Keywords: central office leadership; gap analysis; collaboration; Pasadena Unified School District

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APA (6th Edition):

Llamas, S. R. (2013). An examination of tri-level collaboration around student achievement using the gap analysis approach: central office leadership factors. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239061/rec/743

Chicago Manual of Style (16th Edition):

Llamas, Sonia Rodarte. “An examination of tri-level collaboration around student achievement using the gap analysis approach: central office leadership factors.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239061/rec/743.

MLA Handbook (7th Edition):

Llamas, Sonia Rodarte. “An examination of tri-level collaboration around student achievement using the gap analysis approach: central office leadership factors.” 2013. Web. 21 Sep 2019.

Vancouver:

Llamas SR. An examination of tri-level collaboration around student achievement using the gap analysis approach: central office leadership factors. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239061/rec/743.

Council of Science Editors:

Llamas SR. An examination of tri-level collaboration around student achievement using the gap analysis approach: central office leadership factors. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239061/rec/743


University of Southern California

2. Saloun, Nicole Karolina. Learning tactic use among middle school students with and without ADHD in an online environment.

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

 This study uses the operationalization of self‐regulated learning “as an event” to analyze the frequency and type of learning strategy use among students with and… (more)

Subjects/Keywords: ADHD; self‐regulated learning; learning strategies; educational technology; learning tactics; middle school; self‐regulation; study strategies; self‐monitoring; self‐report

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APA (6th Edition):

Saloun, N. K. (2015). Learning tactic use among middle school students with and without ADHD in an online environment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786

Chicago Manual of Style (16th Edition):

Saloun, Nicole Karolina. “Learning tactic use among middle school students with and without ADHD in an online environment.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786.

MLA Handbook (7th Edition):

Saloun, Nicole Karolina. “Learning tactic use among middle school students with and without ADHD in an online environment.” 2015. Web. 21 Sep 2019.

Vancouver:

Saloun NK. Learning tactic use among middle school students with and without ADHD in an online environment. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786.

Council of Science Editors:

Saloun NK. Learning tactic use among middle school students with and without ADHD in an online environment. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537591/rec/3786


University of Southern California

3. Wade, Virginia Mason. Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study.

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

 A global perspective reflects the knowledge, attitudes, and behaviors that students should know or be able to do in order to succeed as citizens in… (more)

Subjects/Keywords: global perspectives; global awareness; innovation gap analysis; gap analysis; global education

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APA (6th Edition):

Wade, V. M. (2012). Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/77984/rec/2572

Chicago Manual of Style (16th Edition):

Wade, Virginia Mason. “Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/77984/rec/2572.

MLA Handbook (7th Edition):

Wade, Virginia Mason. “Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study.” 2012. Web. 21 Sep 2019.

Vancouver:

Wade VM. Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/77984/rec/2572.

Council of Science Editors:

Wade VM. Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/77984/rec/2572


University of Southern California

4. Morris, Brent A. A capstone project using the gap analysis model: closing the college readinesss gap for Latino English language learners with a focus on goals and parent involvement.

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

 This project used a problem solving model to identify root causes and suggest researched based solutions specifically developed to increase the number of Latino English… (more)

Subjects/Keywords: gap analysis; college readiness; English language learners; goals; parent involvement

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APA (6th Edition):

Morris, B. A. (2013). A capstone project using the gap analysis model: closing the college readinesss gap for Latino English language learners with a focus on goals and parent involvement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226592/rec/64

Chicago Manual of Style (16th Edition):

Morris, Brent A. “A capstone project using the gap analysis model: closing the college readinesss gap for Latino English language learners with a focus on goals and parent involvement.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226592/rec/64.

MLA Handbook (7th Edition):

Morris, Brent A. “A capstone project using the gap analysis model: closing the college readinesss gap for Latino English language learners with a focus on goals and parent involvement.” 2013. Web. 21 Sep 2019.

Vancouver:

Morris BA. A capstone project using the gap analysis model: closing the college readinesss gap for Latino English language learners with a focus on goals and parent involvement. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226592/rec/64.

Council of Science Editors:

Morris BA. A capstone project using the gap analysis model: closing the college readinesss gap for Latino English language learners with a focus on goals and parent involvement. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226592/rec/64


University of Southern California

5. Studdert, Thomas Patrick. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.

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

 Using an innovation adaptation of the gap analysis approach of Richard Clark and Fred Estes, the collegiate First-Year Experience (FYE) consisting of comprehensive and intentional… (more)

Subjects/Keywords: first-year experience; retention; transition; student; college; university

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APA (6th Edition):

Studdert, T. P. (2013). The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548

Chicago Manual of Style (16th Edition):

Studdert, Thomas Patrick. “The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548.

MLA Handbook (7th Edition):

Studdert, Thomas Patrick. “The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.” 2013. Web. 21 Sep 2019.

Vancouver:

Studdert TP. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548.

Council of Science Editors:

Studdert TP. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548


University of Southern California

6. Zepeda-McZeal, Diana Marie. Using cognitive task analysis to capture expert reading instruction in informational text for students with mild to moderate learning disabilities.

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

 This study applies cognitive task analysis (CTA) to capture expert reading instruction in informational text for students with mild to moderate learning disabilities in third… (more)

Subjects/Keywords: cognitive task analysis; knowledge elicitation; expertise; subject matter expert; knowledge types; automaticity; training; special education; learning disabilities; reading instruction

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APA (6th Edition):

Zepeda-McZeal, D. M. (2014). Using cognitive task analysis to capture expert reading instruction in informational text for students with mild to moderate learning disabilities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/466641/rec/7742

Chicago Manual of Style (16th Edition):

Zepeda-McZeal, Diana Marie. “Using cognitive task analysis to capture expert reading instruction in informational text for students with mild to moderate learning disabilities.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/466641/rec/7742.

MLA Handbook (7th Edition):

Zepeda-McZeal, Diana Marie. “Using cognitive task analysis to capture expert reading instruction in informational text for students with mild to moderate learning disabilities.” 2014. Web. 21 Sep 2019.

Vancouver:

Zepeda-McZeal DM. Using cognitive task analysis to capture expert reading instruction in informational text for students with mild to moderate learning disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/466641/rec/7742.

Council of Science Editors:

Zepeda-McZeal DM. Using cognitive task analysis to capture expert reading instruction in informational text for students with mild to moderate learning disabilities. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/466641/rec/7742


University of Southern California

7. Koltermann, David. A gap analysis of employee satisfaction within the National Park Service: Kailuana National Park.

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

 This case study uses Clark and Estes’ (2008) gap analysis model to examine knowledge, motivation, and organizational barriers which may be contributing to gaps in… (more)

Subjects/Keywords: gap analysis; National Park Service; employee satisfaction

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APA (6th Edition):

Koltermann, D. (2014). A gap analysis of employee satisfaction within the National Park Service: Kailuana National Park. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430843/rec/204

Chicago Manual of Style (16th Edition):

Koltermann, David. “A gap analysis of employee satisfaction within the National Park Service: Kailuana National Park.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430843/rec/204.

MLA Handbook (7th Edition):

Koltermann, David. “A gap analysis of employee satisfaction within the National Park Service: Kailuana National Park.” 2014. Web. 21 Sep 2019.

Vancouver:

Koltermann D. A gap analysis of employee satisfaction within the National Park Service: Kailuana National Park. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430843/rec/204.

Council of Science Editors:

Koltermann D. A gap analysis of employee satisfaction within the National Park Service: Kailuana National Park. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/430843/rec/204


University of Southern California

8. Shah, Julie Arvind. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options.

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

 Long-term English learners (LTEL) have been in U.S. schools for 6+ years, but schools have failed to get these children to academic proficiency. The LTELs… (more)

Subjects/Keywords: English language learners; gap analysis; long-term English learners; mainstreaming; teaching strategies

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APA (6th Edition):

Shah, J. A. (2013). A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61

Chicago Manual of Style (16th Edition):

Shah, Julie Arvind. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61.

MLA Handbook (7th Edition):

Shah, Julie Arvind. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options.” 2013. Web. 21 Sep 2019.

Vancouver:

Shah JA. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61.

Council of Science Editors:

Shah JA. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on teaching strategies and placement options. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/227884/rec/61


University of Southern California

9. Tirapelle, Leslie A. The effect of cognitive task analysis based instruction on surgical skills expertise and performance.

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

 Cognitive Task Analysis (CTA) is a method of eliciting knowledge from experts that can inform more comprehensive instructional support materials for novices. The traditional lecture… (more)

Subjects/Keywords: automated knowledge; cognitive task analysis; open cricothyrotomy; procedural knowledge; procedural skills; surgical skills instruction

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APA (6th Edition):

Tirapelle, L. A. (2010). The effect of cognitive task analysis based instruction on surgical skills expertise and performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592

Chicago Manual of Style (16th Edition):

Tirapelle, Leslie A. “The effect of cognitive task analysis based instruction on surgical skills expertise and performance.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592.

MLA Handbook (7th Edition):

Tirapelle, Leslie A. “The effect of cognitive task analysis based instruction on surgical skills expertise and performance.” 2010. Web. 21 Sep 2019.

Vancouver:

Tirapelle LA. The effect of cognitive task analysis based instruction on surgical skills expertise and performance. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592.

Council of Science Editors:

Tirapelle LA. The effect of cognitive task analysis based instruction on surgical skills expertise and performance. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592


University of Southern California

10. Friedman, Susan L. Determining industry values to strengthen attorney-client relationships and performance.

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

 An increasing demand by corporations for alternative billing arrangements, as reported by the Association of Corporate Counsel in 2009, indicates that the expectations and responsibilities… (more)

Subjects/Keywords: value; customer service; food services industry; restaurants; relationships; attorney-client; performance; business development; formal training; competencies

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APA (6th Edition):

Friedman, S. L. (2013). Determining industry values to strengthen attorney-client relationships and performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/306281/rec/1894

Chicago Manual of Style (16th Edition):

Friedman, Susan L. “Determining industry values to strengthen attorney-client relationships and performance.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/306281/rec/1894.

MLA Handbook (7th Edition):

Friedman, Susan L. “Determining industry values to strengthen attorney-client relationships and performance.” 2013. Web. 21 Sep 2019.

Vancouver:

Friedman SL. Determining industry values to strengthen attorney-client relationships and performance. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/306281/rec/1894.

Council of Science Editors:

Friedman SL. Determining industry values to strengthen attorney-client relationships and performance. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/306281/rec/1894


University of Southern California

11. Lim, Nicolas. Using incremental cognitive task analysis to capture expert instruction in expository writing for secondary students.

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

 Cognitive Task Analysis (CTA) methods were used to capture the knowledge and skills, represented by action and decision steps, of expert English teachers when they… (more)

Subjects/Keywords: incremental cognitive task analysis; expository writing; secondary students

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APA (6th Edition):

Lim, N. (2015). Using incremental cognitive task analysis to capture expert instruction in expository writing for secondary students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544213/rec/7751

Chicago Manual of Style (16th Edition):

Lim, Nicolas. “Using incremental cognitive task analysis to capture expert instruction in expository writing for secondary students.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544213/rec/7751.

MLA Handbook (7th Edition):

Lim, Nicolas. “Using incremental cognitive task analysis to capture expert instruction in expository writing for secondary students.” 2015. Web. 21 Sep 2019.

Vancouver:

Lim N. Using incremental cognitive task analysis to capture expert instruction in expository writing for secondary students. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544213/rec/7751.

Council of Science Editors:

Lim N. Using incremental cognitive task analysis to capture expert instruction in expository writing for secondary students. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544213/rec/7751


University of Southern California

12. Mutie, Acquillahs Muteti. The use of cognitive task analysis to capture expert instruction in teaching mathematics.

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

 The purpose of this study was to apply Cognitive Task Analysis (CTA) methods to capture expert mathematics instruction in solving quadratic equations. CTA seeks to… (more)

Subjects/Keywords: cognitive task analysis; expert; subject matter experts; procedural knowledge; declarative knowledge

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APA (6th Edition):

Mutie, A. M. (2015). The use of cognitive task analysis to capture expert instruction in teaching mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372

Chicago Manual of Style (16th Edition):

Mutie, Acquillahs Muteti. “The use of cognitive task analysis to capture expert instruction in teaching mathematics.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372.

MLA Handbook (7th Edition):

Mutie, Acquillahs Muteti. “The use of cognitive task analysis to capture expert instruction in teaching mathematics.” 2015. Web. 21 Sep 2019.

Vancouver:

Mutie AM. The use of cognitive task analysis to capture expert instruction in teaching mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372.

Council of Science Editors:

Mutie AM. The use of cognitive task analysis to capture expert instruction in teaching mathematics. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372


University of Southern California

13. Lee, Coreen K. A gap analysis of employee satisfaction for the National Park Service: Camp Moxie site.

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

 This case study uses Clark and Estes’ (2008) gap analysis, examining areas of knowledge, motivation and organizational barriers. The purpose of this study was to… (more)

Subjects/Keywords: employee satisfaction; performance; gap analysis; communication; efficacy; leadership; accountability; knowledge; motivation; organization; training; leadership; development; federal; National Park Service; public service; organizational change; federal organization; government

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APA (6th Edition):

Lee, C. K. (2014). A gap analysis of employee satisfaction for the National Park Service: Camp Moxie site. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/420749/rec/201

Chicago Manual of Style (16th Edition):

Lee, Coreen K. “A gap analysis of employee satisfaction for the National Park Service: Camp Moxie site.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/420749/rec/201.

MLA Handbook (7th Edition):

Lee, Coreen K. “A gap analysis of employee satisfaction for the National Park Service: Camp Moxie site.” 2014. Web. 21 Sep 2019.

Vancouver:

Lee CK. A gap analysis of employee satisfaction for the National Park Service: Camp Moxie site. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/420749/rec/201.

Council of Science Editors:

Lee CK. A gap analysis of employee satisfaction for the National Park Service: Camp Moxie site. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/420749/rec/201


University of Southern California

14. 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 September 21, 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. 21 Sep 2019.

Vancouver:

Smith SA. Examining presence as an influence on learning engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 21]. 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

15. Davis, Heather. Developing professional expertise in paramedic students using the gap analysis framework.

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

 Psychomotor skill expertise is essential to preventing medical mistakes in the chaotic and dynamic environment of prehospital emergency care. However, skill mastery has seldom been… (more)

Subjects/Keywords: psychomotor; paramedic; prehospital; skill exams; expertise; specific feedback; deliberate practice; cognitive load; learning; knowledge; motivation; organizational culture; fire service; goal orientation; first-attempt success; locus of control; credible role models; distributed practice

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APA (6th Edition):

Davis, H. (2015). Developing professional expertise in paramedic students using the gap analysis framework. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911

Chicago Manual of Style (16th Edition):

Davis, Heather. “Developing professional expertise in paramedic students using the gap analysis framework.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911.

MLA Handbook (7th Edition):

Davis, Heather. “Developing professional expertise in paramedic students using the gap analysis framework.” 2015. Web. 21 Sep 2019.

Vancouver:

Davis H. Developing professional expertise in paramedic students using the gap analysis framework. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911.

Council of Science Editors:

Davis H. Developing professional expertise in paramedic students using the gap analysis framework. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911


University of Southern California

16. Canillas, Eko Natividad. The use of cognitive task analysis for identifying the critical information omitted when experts describe surgical procedures.

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

 Evidence in research suggests experts omit 70% of procedural steps when describing a surgical procedure. Additionally, prior knowledge of a procedure may have an affect… (more)

Subjects/Keywords: knowledge omissions; CTA methods; cognitive task analysis methods; surgical subject matter experts

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APA (6th Edition):

Canillas, E. N. (2010). The use of cognitive task analysis for identifying the critical information omitted when experts describe surgical procedures. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309759/rec/7370

Chicago Manual of Style (16th Edition):

Canillas, Eko Natividad. “The use of cognitive task analysis for identifying the critical information omitted when experts describe surgical procedures.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309759/rec/7370.

MLA Handbook (7th Edition):

Canillas, Eko Natividad. “The use of cognitive task analysis for identifying the critical information omitted when experts describe surgical procedures.” 2010. Web. 21 Sep 2019.

Vancouver:

Canillas EN. The use of cognitive task analysis for identifying the critical information omitted when experts describe surgical procedures. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309759/rec/7370.

Council of Science Editors:

Canillas EN. The use of cognitive task analysis for identifying the critical information omitted when experts describe surgical procedures. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/309759/rec/7370


University of Southern California

17. Wynder, Lawrence C., II. Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement.

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

 Since A Nation At Risk (1954), a series of laws and key reform initiatives were passed to hold schools accountable for improving the quality of… (more)

Subjects/Keywords: leadership; leadership practices; school culture; elements of change; teacher practice change; instructional improvement; school culture types; school culture dimensions; strong cultures; internal accountability; organizational alignment; charter school setting; cultural models; cultural settings; charter school case study

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APA (6th Edition):

Wynder, Lawrence C., I. (2013). Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626

Chicago Manual of Style (16th Edition):

Wynder, Lawrence C., II. “Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626.

MLA Handbook (7th Edition):

Wynder, Lawrence C., II. “Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement.” 2013. Web. 21 Sep 2019.

Vancouver:

Wynder, Lawrence C. I. Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626.

Council of Science Editors:

Wynder, Lawrence C. I. Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626


University of Southern California

18. Franco, Judith Anne. The use of cognitive task analysis to capture expert patient care handoff to the post anesthesia care unit.

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

 The purpose of this study was to use cognitive task analysis (CTA) methods to elicit knowledge from expert anesthesia providers in describing a patient handoff… (more)

Subjects/Keywords: patient care handoff; post anesthesia; cognitive task analysis

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APA (6th Edition):

Franco, J. A. (2015). The use of cognitive task analysis to capture expert patient care handoff to the post anesthesia care unit. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544355/rec/7373

Chicago Manual of Style (16th Edition):

Franco, Judith Anne. “The use of cognitive task analysis to capture expert patient care handoff to the post anesthesia care unit.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544355/rec/7373.

MLA Handbook (7th Edition):

Franco, Judith Anne. “The use of cognitive task analysis to capture expert patient care handoff to the post anesthesia care unit.” 2015. Web. 21 Sep 2019.

Vancouver:

Franco JA. The use of cognitive task analysis to capture expert patient care handoff to the post anesthesia care unit. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544355/rec/7373.

Council of Science Editors:

Franco JA. The use of cognitive task analysis to capture expert patient care handoff to the post anesthesia care unit. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/544355/rec/7373


University of Southern California

19. Sacks, Laura S. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.

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

 This case study applies the Gap Analysis (Clark & Estes, 2008) approach in order to (a) analyze the challenges and barriers in knowledge and skills,… (more)

Subjects/Keywords: elementary school; teachers; English learners; education

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APA (6th Edition):

Sacks, L. S. (2013). Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523

Chicago Manual of Style (16th Edition):

Sacks, Laura S. “Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523.

MLA Handbook (7th Edition):

Sacks, Laura S. “Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.” 2013. Web. 21 Sep 2019.

Vancouver:

Sacks LS. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523.

Council of Science Editors:

Sacks LS. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523


University of Southern California

20. McGuinness, Megan Ann. Using cognitive task analysis for capturing expert instruction of food safety training for novice employees.

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

 The purpose of this study was to apply cognitive task analysis (CTA) methods to capture expert instruction of food safety training for novice employees at… (more)

Subjects/Keywords: cognitive task analysis; food safety training; eliciting expert knowledge; instructional design

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APA (6th Edition):

McGuinness, M. A. (2015). Using cognitive task analysis for capturing expert instruction of food safety training for novice employees. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546153/rec/7740

Chicago Manual of Style (16th Edition):

McGuinness, Megan Ann. “Using cognitive task analysis for capturing expert instruction of food safety training for novice employees.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546153/rec/7740.

MLA Handbook (7th Edition):

McGuinness, Megan Ann. “Using cognitive task analysis for capturing expert instruction of food safety training for novice employees.” 2015. Web. 21 Sep 2019.

Vancouver:

McGuinness MA. Using cognitive task analysis for capturing expert instruction of food safety training for novice employees. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546153/rec/7740.

Council of Science Editors:

McGuinness MA. Using cognitive task analysis for capturing expert instruction of food safety training for novice employees. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/546153/rec/7740


University of Southern California

21. Ramos-Beal, Camille. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.

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

 This case study used the Gap Analysis (Clark & Estes, 2008) framework, a six-step problem solving approach to identify goals, determine performance gaps, diagnose causes,… (more)

Subjects/Keywords: gap analysis; project based learning; restructured academy; project period; problem based learning; 21st century learning

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APA (6th Edition):

Ramos-Beal, C. (2013). Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416

Chicago Manual of Style (16th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416.

MLA Handbook (7th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Web. 21 Sep 2019.

Vancouver:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416.

Council of Science Editors:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416


University of Southern California

22. Kapner, Leslie Stephanie. Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.

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

 This study applies the frameworks of Krathwohl, Bloom, and Masia (1964), Smith and Ragan (2004), and one school of education’s Conceptual Framework as a means… (more)

Subjects/Keywords: teacher candidate assessment; dispositions; diversity; PACT

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APA (6th Edition):

Kapner, L. S. (2013). Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932

Chicago Manual of Style (16th Edition):

Kapner, Leslie Stephanie. “Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932.

MLA Handbook (7th Edition):

Kapner, Leslie Stephanie. “Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.” 2013. Web. 21 Sep 2019.

Vancouver:

Kapner LS. Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932.

Council of Science Editors:

Kapner LS. Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932


University of Southern California

23. Crispen, Patrick Douglas. Identifying the point of diminishing marginal utility for cognitive task analysis surgical subject matter expert interviews.

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

 Residents in surgical residency programs are taught through a hands-on apprenticeship under the supervision of surgical subject matter experts despite the fact that those experts… (more)

Subjects/Keywords: cognitive task analysis; cricothyrotomy; CTA; medical education; surgery

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APA (6th Edition):

Crispen, P. D. (2010). Identifying the point of diminishing marginal utility for cognitive task analysis surgical subject matter expert interviews. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/291454/rec/3331

Chicago Manual of Style (16th Edition):

Crispen, Patrick Douglas. “Identifying the point of diminishing marginal utility for cognitive task analysis surgical subject matter expert interviews.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/291454/rec/3331.

MLA Handbook (7th Edition):

Crispen, Patrick Douglas. “Identifying the point of diminishing marginal utility for cognitive task analysis surgical subject matter expert interviews.” 2010. Web. 21 Sep 2019.

Vancouver:

Crispen PD. Identifying the point of diminishing marginal utility for cognitive task analysis surgical subject matter expert interviews. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/291454/rec/3331.

Council of Science Editors:

Crispen PD. Identifying the point of diminishing marginal utility for cognitive task analysis surgical subject matter expert interviews. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/291454/rec/3331


University of Southern California

24. Friedman, Susan Lynn. The incorporation of instructional approaches in formal training for lawyers that address issues of cognitive load and the development of expertise.

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

 Law firms and many other organizations aim to recruit and retain the best available people, which is their greatest asset. To develop their valuable workforce,… (more)

Subjects/Keywords: American Bar Association; cognitive load; expertise; information processing; law firm; training

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APA (6th Edition):

Friedman, S. L. (2010). The incorporation of instructional approaches in formal training for lawyers that address issues of cognitive load and the development of expertise. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410402/rec/6858

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):

Friedman, Susan Lynn. “The incorporation of instructional approaches in formal training for lawyers that address issues of cognitive load and the development of expertise.” 2010. Thesis, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410402/rec/6858.

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

MLA Handbook (7th Edition):

Friedman, Susan Lynn. “The incorporation of instructional approaches in formal training for lawyers that address issues of cognitive load and the development of expertise.” 2010. Web. 21 Sep 2019.

Vancouver:

Friedman SL. The incorporation of instructional approaches in formal training for lawyers that address issues of cognitive load and the development of expertise. [Internet] [Thesis]. University of Southern California; 2010. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410402/rec/6858.

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

Council of Science Editors:

Friedman SL. The incorporation of instructional approaches in formal training for lawyers that address issues of cognitive load and the development of expertise. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410402/rec/6858

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


University of Southern California

25. 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 September 21, 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. 21 Sep 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 Sep 21]. 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

26. Wieland, Douglas C. Using cognitive task analysis to capture expert instruction in division of fractions.

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

 This study applies Cognitive Task Analysis (CTA), a method for eliciting the automated, unconscious knowledge and skills of experts, to capture expertise in teaching K-12… (more)

Subjects/Keywords: cognitive task analysis; division of fractions; mathematics; K-12 instruction

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APA (6th Edition):

Wieland, D. C. (2015). Using cognitive task analysis to capture expert instruction in division of fractions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741

Chicago Manual of Style (16th Edition):

Wieland, Douglas C. “Using cognitive task analysis to capture expert instruction in division of fractions.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741.

MLA Handbook (7th Edition):

Wieland, Douglas C. “Using cognitive task analysis to capture expert instruction in division of fractions.” 2015. Web. 21 Sep 2019.

Vancouver:

Wieland DC. Using cognitive task analysis to capture expert instruction in division of fractions. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741.

Council of Science Editors:

Wieland DC. Using cognitive task analysis to capture expert instruction in division of fractions. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741


University of Southern California

27. Yuen, Faye Sui Yee. A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programs.

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

 Tightening fiscal budgets and the growing emphasis on accountability has created a need to assess the value that programmatic accreditation provides. For degrees in engineering,… (more)

Subjects/Keywords: accreditation; professional accreditation; engineering education; ABET; specialized accreditation

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APA (6th Edition):

Yuen, F. S. Y. (2012). A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/19785/rec/156

Chicago Manual of Style (16th Edition):

Yuen, Faye Sui Yee. “A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programs.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/19785/rec/156.

MLA Handbook (7th Edition):

Yuen, Faye Sui Yee. “A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programs.” 2012. Web. 21 Sep 2019.

Vancouver:

Yuen FSY. A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programs. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/19785/rec/156.

Council of Science Editors:

Yuen FSY. A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programs. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/19785/rec/156


University of Southern California

28. Rodriguez, Edward D. Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis.

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

 This study uses the Gap Analysis problem-solving framework (Clark & Estes, 2008), and serves as a supplement to the Transfer Student Veterans Program’s (TVSP) current… (more)

Subjects/Keywords: veterans; vets; transition; Gi Bill; military; PTSD

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

APA (6th Edition):

Rodriguez, E. D. (2015). Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/527971/rec/1685

Chicago Manual of Style (16th Edition):

Rodriguez, Edward D. “Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/527971/rec/1685.

MLA Handbook (7th Edition):

Rodriguez, Edward D. “Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis.” 2015. Web. 21 Sep 2019.

Vancouver:

Rodriguez ED. Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/527971/rec/1685.

Council of Science Editors:

Rodriguez ED. Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/527971/rec/1685


University of Southern California

29. Schoenthal, Heather. Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile.

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

 The Comprehensive Accountability Profile (CAP) is an annual measurement of subject matter teacher team performance in California schools; it is derived from publicly available California(more)

Subjects/Keywords: CAP

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

APA (6th Edition):

Schoenthal, H. (2014). Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219

Chicago Manual of Style (16th Edition):

Schoenthal, Heather. “Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219.

MLA Handbook (7th Edition):

Schoenthal, Heather. “Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile.” 2014. Web. 21 Sep 2019.

Vancouver:

Schoenthal H. Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219.

Council of Science Editors:

Schoenthal H. Can state test scores be used to provide usable feedback to profession​al learning communitie​s? a formative evaluation of the Comprehens​ive Accountabi​lity Profile. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/406554/rec/1219


University of Southern California

30. Embrey, Kären K. The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology.

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

 Cognitive task analysis (CTA) is a knowledge elicitation technique employed for acquiring expertise from domain specialists to support the effective instruction of novices. CTA guided… (more)

Subjects/Keywords: cognitive task analysis; anesthesiology; nurse anesthesia; training; skills; simulation

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

APA (6th Edition):

Embrey, K. K. (2012). The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678652/rec/7374

Chicago Manual of Style (16th Edition):

Embrey, Kären K. “The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678652/rec/7374.

MLA Handbook (7th Edition):

Embrey, Kären K. “The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology.” 2012. Web. 21 Sep 2019.

Vancouver:

Embrey KK. The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678652/rec/7374.

Council of Science Editors:

Embrey KK. The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678652/rec/7374

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