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University: University of Southern California

You searched for subject:(English Language Learner). Showing records 1 – 10 of 10 total matches.

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University of Southern California

1. Nichols, Terry Leon. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.

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

 The purpose of this case study was to analyze the impact of direct instruction on the performance of 151 elementary English Language Learners. Total Educational… (more)

Subjects/Keywords: direct instruction; English language learner

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APA (6th Edition):

Nichols, T. L. (2009). An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672

Chicago Manual of Style (16th Edition):

Nichols, Terry Leon. “An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672.

MLA Handbook (7th Edition):

Nichols, Terry Leon. “An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.” 2009. Web. 17 Oct 2019.

Vancouver:

Nichols TL. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672.

Council of Science Editors:

Nichols TL. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672


University of Southern California

2. Ramirez, Raul Cervantes. 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

 As organizational leaders, superintendents face extraordinary pressure to close the academic achievement gap that persists among student demographic groups, particularly those classified as English language(more)

Subjects/Keywords: district leadership; superintendent leadership; English language learner

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APA (6th Edition):

Ramirez, R. C. (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/360115/rec/3764

Chicago Manual of Style (16th Edition):

Ramirez, Raul Cervantes. “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 October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3764.

MLA Handbook (7th Edition):

Ramirez, Raul Cervantes. “Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners.” 2014. Web. 17 Oct 2019.

Vancouver:

Ramirez RC. 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 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3764.

Council of Science Editors:

Ramirez RC. 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/360115/rec/3764


University of Southern California

3. Weintraub, Daniel. Comparing perceptions between dual language teachers and traditional public school teachers.

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

 As the number of English language learners in our nation’s classrooms has increased, the interest regarding how to effectively support their needs both academically and… (more)

Subjects/Keywords: dual language; English language learner; traditional public school; perceptions

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APA (6th Edition):

Weintraub, D. (2012). Comparing perceptions between dual language teachers and traditional public school teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503

Chicago Manual of Style (16th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

MLA Handbook (7th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Web. 17 Oct 2019.

Vancouver:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

Council of Science Editors:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503


University of Southern California

4. Lemos, Laura. Voices of adult Latinos with physical disabilities and their families.

Degree: EdD, Education (Leadership), 2016, University of Southern California

 The civil rights issue of the twentieth century results from in education inequities individuals with disabilities face as a result of the use of the… (more)

Subjects/Keywords: physical disability; language; intersectionality; language acquisition; second language learner; English language learner; cerebral palsy; spinal bifida; opportunity brokers; critical race theory

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APA (6th Edition):

Lemos, L. (2016). Voices of adult Latinos with physical disabilities and their families. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851

Chicago Manual of Style (16th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

MLA Handbook (7th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Web. 17 Oct 2019.

Vancouver:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

Council of Science Editors:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Doctoral Dissertation]. University of Southern California; 2016. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851


University of Southern California

5. Powers, Shannon Tien. An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school.

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

 As accountability continues to increase with the federal act of No Child Left Behind, public school districts across the nation are asking themselves what can… (more)

Subjects/Keywords: Latino; English Language Learner; Achievement Gap; Academic Achievement; Gap Analysis

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APA (6th Edition):

Powers, S. T. (2011). An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659

Chicago Manual of Style (16th Edition):

Powers, Shannon Tien. “An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659.

MLA Handbook (7th Edition):

Powers, Shannon Tien. “An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school.” 2011. Web. 17 Oct 2019.

Vancouver:

Powers ST. An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659.

Council of Science Editors:

Powers ST. An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659


University of Southern California

6. Janson, Gretchen L. 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

 The superintendents of large, urban K-12 school districts in California have been charged with improving academic outcomes for the growing subgroup of students classified as… (more)

Subjects/Keywords: urban; superintendent; K-12; English language learner; achievement gap; leadership

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

APA (6th Edition):

Janson, G. L. (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/362090/rec/3763

Chicago Manual of Style (16th Edition):

Janson, Gretchen L. “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 October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/362090/rec/3763.

MLA Handbook (7th Edition):

Janson, Gretchen L. “Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.” 2014. Web. 17 Oct 2019.

Vancouver:

Janson GL. 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 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/362090/rec/3763.

Council of Science Editors:

Janson GL. 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/362090/rec/3763


University of Southern California

7. Benjamin, Ashley Ygraine. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.

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

 An Alternative Capstone Project: Closing the Achievement Gap for Latino English Language Learners in Elementary School is a collaborative project between three USC dissertation students… (more)

Subjects/Keywords: education; achievement gap; Latino; Hispanic; elementary school; English language learner; leadership

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APA (6th Edition):

Benjamin, A. Y. (2011). An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661

Chicago Manual of Style (16th Edition):

Benjamin, Ashley Ygraine. “An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661.

MLA Handbook (7th Edition):

Benjamin, Ashley Ygraine. “An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.” 2011. Web. 17 Oct 2019.

Vancouver:

Benjamin AY. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661.

Council of Science Editors:

Benjamin AY. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661


University of Southern California

8. Dickenson, Patricia Ann. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.

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

 Latino English language learners are one of the fastest growing populations of students in the United States, yet few studies have examined how students’ goal… (more)

Subjects/Keywords: Latino; English language learner; mathematics; goal orientation; engagement; teaching practices; elementary; middle school; transition period

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APA (6th Edition):

Dickenson, P. A. (2009). Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071

Chicago Manual of Style (16th Edition):

Dickenson, Patricia Ann. “Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071.

MLA Handbook (7th Edition):

Dickenson, Patricia Ann. “Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.” 2009. Web. 17 Oct 2019.

Vancouver:

Dickenson PA. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071.

Council of Science Editors:

Dickenson PA. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071


University of Southern California

9. Ostermann, Daniel Fisher. Arts integration for standard English learners: implications for learning academic language.

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

 The purpose of this case study was to explore how an arts integration school model facilitated home language use by SEL students. The purpose of… (more)

Subjects/Keywords: arts integration; academic English; SEL; standard English learner; pilot; magnet; vernacular; home language; Chicano English; LAUSD; Los Angeles; disadvantaged students; music; art; drama; dance; theater; ESL; Spanish; Latino; Latina; performing arts; third space; academic discourse; socioemotional development

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APA (6th Edition):

Ostermann, D. F. (2015). Arts integration for standard English learners: implications for learning academic language. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917

Chicago Manual of Style (16th Edition):

Ostermann, Daniel Fisher. “Arts integration for standard English learners: implications for learning academic language.” 2015. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917.

MLA Handbook (7th Edition):

Ostermann, Daniel Fisher. “Arts integration for standard English learners: implications for learning academic language.” 2015. Web. 17 Oct 2019.

Vancouver:

Ostermann DF. Arts integration for standard English learners: implications for learning academic language. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917.

Council of Science Editors:

Ostermann DF. Arts integration for standard English learners: implications for learning academic language. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/610673/rec/917


University of Southern California

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mingo-Long, Enyetta. “A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/248830/rec/66.

MLA Handbook (7th Edition):

Mingo-Long, Enyetta. “A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model.” 2013. Web. 17 Oct 2019.

Vancouver:

Mingo-Long E. A capstone project: closing the achievement gap of English language learners at Sunshine Elementary School using the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/248830/rec/66.

Council of Science Editors:

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

.