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University: University of Southern California

You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 30 of 95 total matches.

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University of Southern California

1. Soto, Iztaccíhuatl G. Evaluation of the progress of elementary English learners at Daisyville Unified School District.

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

 The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics… (more)

Subjects/Keywords: elementary; English learners

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APA (6th Edition):

Soto, I. G. (2010). Evaluation of the progress of elementary English learners at Daisyville Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541

Chicago Manual of Style (16th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541.

MLA Handbook (7th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Web. 15 Jul 2019.

Vancouver:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541.

Council of Science Editors:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541


University of Southern California

2. 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 July 15, 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. 15 Jul 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 Jul 15]. 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

3. Kim, Dong Hee. A study on the use of lexical collocations of Korean heritage learners: identifying the sources of errors.

Degree: MA, East Asian Languages & Cultures, 2009, University of Southern California

 This paper reports on a descriptive study that analyzes high-intermediate Korean heritage learners' use of Korean 'Noun-Verb'lexical collocations, which was investigated through translation tasks. First,… (more)

Subjects/Keywords: lexical collocation; Korean heritage learners

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APA (6th Edition):

Kim, D. H. (2009). A study on the use of lexical collocations of Korean heritage learners: identifying the sources of errors. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206828/rec/416

Chicago Manual of Style (16th Edition):

Kim, Dong Hee. “A study on the use of lexical collocations of Korean heritage learners: identifying the sources of errors.” 2009. Masters Thesis, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206828/rec/416.

MLA Handbook (7th Edition):

Kim, Dong Hee. “A study on the use of lexical collocations of Korean heritage learners: identifying the sources of errors.” 2009. Web. 15 Jul 2019.

Vancouver:

Kim DH. A study on the use of lexical collocations of Korean heritage learners: identifying the sources of errors. [Internet] [Masters thesis]. University of Southern California; 2009. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206828/rec/416.

Council of Science Editors:

Kim DH. A study on the use of lexical collocations of Korean heritage learners: identifying the sources of errors. [Masters Thesis]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206828/rec/416


University of Southern California

4. Torres, Luz Adriana. Gifted Spanish speaking English learners' participation in advanced placement programs.

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

 This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in… (more)

Subjects/Keywords: gifted Spanish speaking English Learners; gifted English Learners and AP courses; gifted English Learners; English Learners and AP courses

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APA (6th Edition):

Torres, L. A. (2010). Gifted Spanish speaking English learners' participation in advanced placement programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

Chicago Manual of Style (16th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

MLA Handbook (7th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Web. 15 Jul 2019.

Vancouver:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

Council of Science Editors:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047


University of Southern California

5. Guerrero, Miguel Angel. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.

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

 The purpose of this case study was to analyze the impact of direct instruction on the academic achievement of 342 High School English Language Learners(more)

Subjects/Keywords: English language learners; direct instruction

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APA (6th Edition):

Guerrero, M. A. (2010). An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715

Chicago Manual of Style (16th Edition):

Guerrero, Miguel Angel. “An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715.

MLA Handbook (7th Edition):

Guerrero, Miguel Angel. “An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.” 2010. Web. 15 Jul 2019.

Vancouver:

Guerrero MA. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715.

Council of Science Editors:

Guerrero MA. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715


University of Southern California

6. Greeson, Mary Linda Alvarez. English learners' performance on the California Standards Test at Aviles Elementary.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The purpose of this quasi-experimental study was to describe, analyze and develop solutions for the performance gap for English-language learners at Aviles Elementary who had… (more)

Subjects/Keywords: English learners

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APA (6th Edition):

Greeson, M. L. A. (2008). English learners' performance on the California Standards Test at Aviles Elementary. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372

Chicago Manual of Style (16th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372.

MLA Handbook (7th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Web. 15 Jul 2019.

Vancouver:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372.

Council of Science Editors:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372


University of Southern California

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

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

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

Subjects/Keywords: English learners

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APA (6th Edition):

Garcia Huerta, M. d. C. (2007). Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227

Chicago Manual of Style (16th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227.

MLA Handbook (7th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Web. 15 Jul 2019.

Vancouver:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227.

Council of Science Editors:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

MLA Handbook (7th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Web. 15 Jul 2019.

Vancouver:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

Council of Science Editors:

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


University of Southern California

9. Wilson, Kathryn Sampilo. Teacher perceptions of classroom management practices in public elementary schools.

Degree: EdD, Education (Leadership), 2006, University of Southern California

 The purpose of this study was to examine the perceptions of elementary school teachers in public schools in Southern California regarding their use of classroom(more)

Subjects/Keywords: classroom management

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APA (6th Edition):

Wilson, K. S. (2006). Teacher perceptions of classroom management practices in public elementary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/28827/rec/6342

Chicago Manual of Style (16th Edition):

Wilson, Kathryn Sampilo. “Teacher perceptions of classroom management practices in public elementary schools.” 2006. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/28827/rec/6342.

MLA Handbook (7th Edition):

Wilson, Kathryn Sampilo. “Teacher perceptions of classroom management practices in public elementary schools.” 2006. Web. 15 Jul 2019.

Vancouver:

Wilson KS. Teacher perceptions of classroom management practices in public elementary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/28827/rec/6342.

Council of Science Editors:

Wilson KS. Teacher perceptions of classroom management practices in public elementary schools. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/28827/rec/6342


University of Southern California

10. Oschman, Scot. The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom.

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

 The scientific community strongly and virtually universally supports the teaching of biological evolution in our public schools. However, there are many in the general public… (more)

Subjects/Keywords: evolution; biology; classroom; support; pressure

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APA (6th Edition):

Oschman, S. (2009). The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213

Chicago Manual of Style (16th Edition):

Oschman, Scot. “The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213.

MLA Handbook (7th Edition):

Oschman, Scot. “The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom.” 2009. Web. 15 Jul 2019.

Vancouver:

Oschman S. The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213.

Council of Science Editors:

Oschman S. The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213


University of Southern California

11. Schott, Erik Max Peter. ADHD identity: a conceptual developmental model.

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

 There is an extremely limited amount of research that looks at the identity development for adults with disabilities, particularly those who identify with a hidden… (more)

Subjects/Keywords: Attention-Deficit/Hyperactivity Disorder; ADHD; identity; development

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APA (6th Edition):

Schott, E. M. P. (2012). ADHD identity: a conceptual developmental model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532

Chicago Manual of Style (16th Edition):

Schott, Erik Max Peter. “ADHD identity: a conceptual developmental model.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532.

MLA Handbook (7th Edition):

Schott, Erik Max Peter. “ADHD identity: a conceptual developmental model.” 2012. Web. 15 Jul 2019.

Vancouver:

Schott EMP. ADHD identity: a conceptual developmental model. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532.

Council of Science Editors:

Schott EMP. ADHD identity: a conceptual developmental model. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532


University of Southern California

12. Tse, Marina. Social skills and self-esteem of college students with ADHD.

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

 Research indicates that up to 65% of children diagnosed with ADHD may continue to display general behavior problems, as well as specific symptoms of ADHD,… (more)

Subjects/Keywords: ADHD; college students; social skills; self-esteem

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APA (6th Edition):

Tse, M. (2012). Social skills and self-esteem of college students with ADHD. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927

Chicago Manual of Style (16th Edition):

Tse, Marina. “Social skills and self-esteem of college students with ADHD.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927.

MLA Handbook (7th Edition):

Tse, Marina. “Social skills and self-esteem of college students with ADHD.” 2012. Web. 15 Jul 2019.

Vancouver:

Tse M. Social skills and self-esteem of college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927.

Council of Science Editors:

Tse M. Social skills and self-esteem of college students with ADHD. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927


University of Southern California

13. de Diego, Joslin. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.

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

 The purpose of this study was to determine whether teachers’ perceptions of effective instructional strategies, as defined by Marzano, Pickering and Pollack (2001) differ in… (more)

Subjects/Keywords: instructional strategies; teacher perceptions; traditional classroom; virtual classroom

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APA (6th Edition):

de Diego, J. (2012). Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345

Chicago Manual of Style (16th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345.

MLA Handbook (7th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Web. 15 Jul 2019.

Vancouver:

de Diego J. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345.

Council of Science Editors:

de Diego J. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345


University of Southern California

14. Evans, Elizabeth Danielle. Teacher perceptions of instructional practices for long-term English learners.

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

 This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for… (more)

Subjects/Keywords: English learners; teacher perceptions; instructional practices

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APA (6th Edition):

Evans, E. D. (2013). Teacher perceptions of instructional practices for long-term English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344

Chicago Manual of Style (16th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344.

MLA Handbook (7th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Web. 15 Jul 2019.

Vancouver:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344.

Council of Science Editors:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344


University of Southern California

15. Gomez, Frank, II. English language learners utilizing the accelerated reader program.

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

 The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR), a standard based intervention, on the academic… (more)

Subjects/Keywords: accelerated reader; English language learners; CST

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APA (6th Edition):

Gomez, Frank, I. (2009). English language learners utilizing the accelerated reader program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371

Chicago Manual of Style (16th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

MLA Handbook (7th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Web. 15 Jul 2019.

Vancouver:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

Council of Science Editors:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371


University of Southern California

16. Smith, Charles D. Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.

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

 Through their specific leadership strategies, today’s superintendents continue to confront extraordinary pressure to close the academic achievement gap that persists for all students, including and… (more)

Subjects/Keywords: leadership strategies; academic achievement; English language learners

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

APA (6th Edition):

Smith, C. D. (2014). Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/365510/rec/3762

Chicago Manual of Style (16th Edition):

Smith, Charles D. “Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/365510/rec/3762.

MLA Handbook (7th Edition):

Smith, Charles D. “Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.” 2014. Web. 15 Jul 2019.

Vancouver:

Smith CD. Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/365510/rec/3762.

Council of Science Editors:

Smith CD. Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/365510/rec/3762


University of Southern California

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

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 July 15, 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. 15 Jul 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 Jul 15]. 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

18. Veith, Velma. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.

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

 English as a Second Language (ESL) learners’ access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal… (more)

Subjects/Keywords: English learners; opportunity-to-learn; algebra I

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APA (6th Edition):

Veith, V. (2013). Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601

Chicago Manual of Style (16th Edition):

Veith, Velma. “Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601.

MLA Handbook (7th Edition):

Veith, Velma. “Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.” 2013. Web. 15 Jul 2019.

Vancouver:

Veith V. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601.

Council of Science Editors:

Veith V. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601


University of Southern California

19. Lim, Hyo Jin. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.

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

 The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners(more)

Subjects/Keywords: English language learners; reading achievement; longitudinal investigation

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

APA (6th Edition):

Lim, H. J. (2010). A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230

Chicago Manual of Style (16th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

MLA Handbook (7th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Web. 15 Jul 2019.

Vancouver:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

Council of Science Editors:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230


University of Southern California

20. Good, Pamela Elizabeth. The implementation of studio intervention at a medical magnet high school.

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

 There is a clear need for the effective teaching of English/language arts at the high school level. English learners currently achieve at significantly lower rates… (more)

Subjects/Keywords: intervention; English learners

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

APA (6th Edition):

Good, P. E. (2007). The implementation of studio intervention at a medical magnet high school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/556590/rec/6852

Chicago Manual of Style (16th Edition):

Good, Pamela Elizabeth. “The implementation of studio intervention at a medical magnet high school.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/556590/rec/6852.

MLA Handbook (7th Edition):

Good, Pamela Elizabeth. “The implementation of studio intervention at a medical magnet high school.” 2007. Web. 15 Jul 2019.

Vancouver:

Good PE. The implementation of studio intervention at a medical magnet high school. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/556590/rec/6852.

Council of Science Editors:

Good PE. The implementation of studio intervention at a medical magnet high school. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/556590/rec/6852


University of Southern California

21. Moffatt, Linda B. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.

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

 The new Common Core State Standards (CCSS) are designed to be robust and relevant to the real world by reflecting the knowledge and skills that… (more)

Subjects/Keywords: perceptions; English learners; instructional strategies; academic; achievement

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APA (6th Edition):

Moffatt, L. B. (2015). Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343

Chicago Manual of Style (16th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343.

MLA Handbook (7th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Web. 15 Jul 2019.

Vancouver:

Moffatt LB. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343.

Council of Science Editors:

Moffatt LB. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343


University of Southern California

22. Jackson, Darvin. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.

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

 English language learners (ELLs) will be faced with the challenges of demonstrating proficiency on the Common Core State Standards (CCSS) in the future. The purpose… (more)

Subjects/Keywords: professional development; instructional strategies; English language learners

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

APA (6th Edition):

Jackson, D. (2015). The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541

Chicago Manual of Style (16th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541.

MLA Handbook (7th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Web. 15 Jul 2019.

Vancouver:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541.

Council of Science Editors:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541


University of Southern California

23. Mannion, William Martin. The effect of a language arts intervention on the academic achievement of English language learners.

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

 The purpose of this study is to examine the impact of a standards-based intervention, Explicit Direct Instruction, on the academic achievement of English Language Learners(more)

Subjects/Keywords: English language learners; academic achievement; interventions

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APA (6th Edition):

Mannion, W. M. (2009). The effect of a language arts intervention on the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252418/rec/6585

Chicago Manual of Style (16th Edition):

Mannion, William Martin. “The effect of a language arts intervention on the academic achievement of English language learners.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252418/rec/6585.

MLA Handbook (7th Edition):

Mannion, William Martin. “The effect of a language arts intervention on the academic achievement of English language learners.” 2009. Web. 15 Jul 2019.

Vancouver:

Mannion WM. The effect of a language arts intervention on the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252418/rec/6585.

Council of Science Editors:

Mannion WM. The effect of a language arts intervention on the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252418/rec/6585


University of Southern California

24. 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 July 15, 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. 15 Jul 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 Jul 15]. 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

25. Maddox, Richard S. An examination of classroom social environment on motivation and engagement of college early entrant honors students.

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

 This study set out to examine the relationships between the classroom social environment, motivation, engagement and achievement of a group of early entrant Honors students… (more)

Subjects/Keywords: classroom social environment; engagement; motivation; gifted students

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APA (6th Edition):

Maddox, R. S. (2010). An examination of classroom social environment on motivation and engagement of college early entrant honors students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723

Chicago Manual of Style (16th Edition):

Maddox, Richard S. “An examination of classroom social environment on motivation and engagement of college early entrant honors students.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723.

MLA Handbook (7th Edition):

Maddox, Richard S. “An examination of classroom social environment on motivation and engagement of college early entrant honors students.” 2010. Web. 15 Jul 2019.

Vancouver:

Maddox RS. An examination of classroom social environment on motivation and engagement of college early entrant honors students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723.

Council of Science Editors:

Maddox RS. An examination of classroom social environment on motivation and engagement of college early entrant honors students. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/292915/rec/723


University of Southern California

26. Hammitt, Chad S. Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers.

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

 Informal classroom walk-throughs conducted by school principals with feedback provided to teachers has been demonstrated to improve learning achievement in kindergarten through twelfth grade (K-12)… (more)

Subjects/Keywords: cognitive task analysis; classroom walk-throughs; informal classroom walk-throughs; feedback to teachers

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APA (6th Edition):

Hammitt, C. S. (2014). Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744

Chicago Manual of Style (16th Edition):

Hammitt, Chad S. “Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744.

MLA Handbook (7th Edition):

Hammitt, Chad S. “Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers.” 2014. Web. 15 Jul 2019.

Vancouver:

Hammitt CS. Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744.

Council of Science Editors:

Hammitt CS. Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744


University of Southern California

27. Melara, Claudia Alexia. Factors influencing the academic persistence of college students with ADHD.

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

 Students with Attention Deficit Hyperactivity Disorder (ADHD) are at greater risk for failing to complete their postsecondary educational degrees than their typical peers. The present… (more)

Subjects/Keywords: educational psychology; ADHD; college students; higher education; student retention; academic persistence

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APA (6th Edition):

Melara, C. A. (2012). Factors influencing the academic persistence of college students with ADHD. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732

Chicago Manual of Style (16th Edition):

Melara, Claudia Alexia. “Factors influencing the academic persistence of college students with ADHD.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732.

MLA Handbook (7th Edition):

Melara, Claudia Alexia. “Factors influencing the academic persistence of college students with ADHD.” 2012. Web. 15 Jul 2019.

Vancouver:

Melara CA. Factors influencing the academic persistence of college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732.

Council of Science Editors:

Melara CA. Factors influencing the academic persistence of college students with ADHD. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732


University of Southern California

28. Hashemian, Yasaman. A full body game for children with attention deficit hyperactivity disorder: adventurous dreaming high-flying dragon.

Degree: MFA, Interactive Media, 2013, University of Southern California

 Adventurous Dreaming High-flying Dragon is a full-body, interactive experience for children, ages 6-8, that engages players in activities that improve brain activity by encouraging goal… (more)

Subjects/Keywords: game; ADHD/ADD; Kinect; executive function; motor skills; attention; prototype

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APA (6th Edition):

Hashemian, Y. (2013). A full body game for children with attention deficit hyperactivity disorder: adventurous dreaming high-flying dragon. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243476/rec/195

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):

Hashemian, Yasaman. “A full body game for children with attention deficit hyperactivity disorder: adventurous dreaming high-flying dragon.” 2013. Thesis, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243476/rec/195.

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

MLA Handbook (7th Edition):

Hashemian, Yasaman. “A full body game for children with attention deficit hyperactivity disorder: adventurous dreaming high-flying dragon.” 2013. Web. 15 Jul 2019.

Vancouver:

Hashemian Y. A full body game for children with attention deficit hyperactivity disorder: adventurous dreaming high-flying dragon. [Internet] [Thesis]. University of Southern California; 2013. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243476/rec/195.

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

Council of Science Editors:

Hashemian Y. A full body game for children with attention deficit hyperactivity disorder: adventurous dreaming high-flying dragon. [Thesis]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/243476/rec/195

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


University of Southern California

29. Haig, Jeffrey D. The role of self-regulation strategies on two- and four-year college students with ADHD.

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

 This study examined the relationship between self-regulation strategies and their relationships with college students with attention-deficit/hyperactivity disorder (ADHD). This area has not been widely examined… (more)

Subjects/Keywords: self-regulation; adhd; attention-deficit/hyperactivity disorder; motivation

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APA (6th Edition):

Haig, J. D. (2012). The role of self-regulation strategies on two- and four-year college students with ADHD. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248

Chicago Manual of Style (16th Edition):

Haig, Jeffrey D. “The role of self-regulation strategies on two- and four-year college students with ADHD.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248.

MLA Handbook (7th Edition):

Haig, Jeffrey D. “The role of self-regulation strategies on two- and four-year college students with ADHD.” 2012. Web. 15 Jul 2019.

Vancouver:

Haig JD. The role of self-regulation strategies on two- and four-year college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248.

Council of Science Editors:

Haig JD. The role of self-regulation strategies on two- and four-year college students with ADHD. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248


University of Southern California

30. Jang-Tamanaha, Esther Songyi. The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners.

Degree: EdD, Teacher Leadership, 2014, University of Southern California

 As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have… (more)

Subjects/Keywords: culturally and linguistically diverse learners; diversity; English learners; teacher pedagogy; teacher leaders; teacher beliefs; multicultural education; effective teacher leaders

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

APA (6th Edition):

Jang-Tamanaha, E. S. (2014). The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449

Chicago Manual of Style (16th Edition):

Jang-Tamanaha, Esther Songyi. “The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449.

MLA Handbook (7th Edition):

Jang-Tamanaha, Esther Songyi. “The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners.” 2014. Web. 15 Jul 2019.

Vancouver:

Jang-Tamanaha ES. The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449.

Council of Science Editors:

Jang-Tamanaha ES. The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/407753/rec/6449

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