Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Florida International University" +contributor:("Haiying Long"). Showing records 1 – 12 of 12 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Florida International University

1. Dou, Remy. The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  This collected papers dissertation explores students’ academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy… (more)

Subjects/Keywords: self-efficacy; physics; education; career; interest; identity; science; STEM; social network analysis; SNA; Curriculum and Instruction; Longitudinal Data Analysis and Time Series; Multivariate Analysis; Other Physics; Science and Mathematics Education; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dou, R. (2017). The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742

Chicago Manual of Style (16th Edition):

Dou, Remy. “The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics.” 2017. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. http://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742.

MLA Handbook (7th Edition):

Dou, Remy. “The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics.” 2017. Web. 15 Sep 2019.

Vancouver:

Dou R. The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2019 Sep 15]. Available from: http://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742.

Council of Science Editors:

Dou R. The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics. [Doctoral Dissertation]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742


Florida International University

2. Zhang, Yu. The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  The traditional literature teaching methods for Chinese English majors are formalism and biographical criticism. These criticisms use an objective approach focused on details about… (more)

Subjects/Keywords: Cultural Criticism; Cultural Understanding of Literary Texts; Literature Comprehension; Chinese Undergraduate English Majors; Curriculum and Instruction; Educational Methods; Higher Education; Language and Literacy Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhang, Y. (2017). The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743

Chicago Manual of Style (16th Edition):

Zhang, Yu. “The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors.” 2017. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. http://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743.

MLA Handbook (7th Edition):

Zhang, Yu. “The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors.” 2017. Web. 15 Sep 2019.

Vancouver:

Zhang Y. The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2019 Sep 15]. Available from: http://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743.

Council of Science Editors:

Zhang Y. The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors. [Doctoral Dissertation]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743


Florida International University

3. Reid-Brown, Carolyn A. L. Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  Self-directed learning (SDL) readiness skills and the command and/or retention of content knowledge have been identified as key factors for success in post-secondary settings.… (more)

Subjects/Keywords: project-based learning; self-directed learning; content knowledge retention; knowledge comprehension; knowledge retention; self-directed learning readiness skills; situated learning; Curriculum and Instruction; Education; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reid-Brown, C. A. L. (2017). Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3388 ; 10.25148/etd.FIDC001950 ; FIDC001950

Chicago Manual of Style (16th Edition):

Reid-Brown, Carolyn A L. “Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort.” 2017. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. http://digitalcommons.fiu.edu/etd/3388 ; 10.25148/etd.FIDC001950 ; FIDC001950.

MLA Handbook (7th Edition):

Reid-Brown, Carolyn A L. “Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort.” 2017. Web. 15 Sep 2019.

Vancouver:

Reid-Brown CAL. Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2019 Sep 15]. Available from: http://digitalcommons.fiu.edu/etd/3388 ; 10.25148/etd.FIDC001950 ; FIDC001950.

Council of Science Editors:

Reid-Brown CAL. Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort. [Doctoral Dissertation]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3388 ; 10.25148/etd.FIDC001950 ; FIDC001950


Florida International University

4. duan, yinhong. Cooperative Learning in Seventh Graders’ Vocabulary Learning in China.

Degree: PhD, Curriculum and Instruction, 2018, Florida International University

  This study investigated the effects of Cooperative Learning on seventh graders’ vocabulary learning in China. This study was conducted because in China, students usually… (more)

Subjects/Keywords: cooperative learning; vocabulary learning; rote memorization; vocabulary learning in China; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

duan, y. (2018). Cooperative Learning in Seventh Graders’ Vocabulary Learning in China. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3865 ; FIDC007037

Chicago Manual of Style (16th Edition):

duan, yinhong. “Cooperative Learning in Seventh Graders’ Vocabulary Learning in China.” 2018. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. https://digitalcommons.fiu.edu/etd/3865 ; FIDC007037.

MLA Handbook (7th Edition):

duan, yinhong. “Cooperative Learning in Seventh Graders’ Vocabulary Learning in China.” 2018. Web. 15 Sep 2019.

Vancouver:

duan y. Cooperative Learning in Seventh Graders’ Vocabulary Learning in China. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 15]. Available from: https://digitalcommons.fiu.edu/etd/3865 ; FIDC007037.

Council of Science Editors:

duan y. Cooperative Learning in Seventh Graders’ Vocabulary Learning in China. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3865 ; FIDC007037


Florida International University

5. Ehsanzadehsorati, Seyedjafar. A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App.

Degree: PhD, Curriculum and Instruction, 2018, Florida International University

  In order to decrease teachers’ decisions of which vocabulary the focus of the instruction should be upon, a recent line of research argues that… (more)

Subjects/Keywords: Mobile App; Corpus-driven; Vocabulary; Reading; Curriculum and Instruction; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ehsanzadehsorati, S. (2018). A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3860 ; FIDC007043

Chicago Manual of Style (16th Edition):

Ehsanzadehsorati, Seyedjafar. “A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App.” 2018. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. https://digitalcommons.fiu.edu/etd/3860 ; FIDC007043.

MLA Handbook (7th Edition):

Ehsanzadehsorati, Seyedjafar. “A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App.” 2018. Web. 15 Sep 2019.

Vancouver:

Ehsanzadehsorati S. A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 15]. Available from: https://digitalcommons.fiu.edu/etd/3860 ; FIDC007043.

Council of Science Editors:

Ehsanzadehsorati S. A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3860 ; FIDC007043


Florida International University

6. Aljehany, Mashal Salman. The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2018, Florida International University

  Individuals with autism spectrum disorder (ASD) experience difficulties with learning age-appropriate daily living skills (DLS) at their homes, schools, and in the community. Such… (more)

Subjects/Keywords: Autism; Daily living skills; Video prompting; Least-to-most prompting; Meta-analysis; Educational Methods; Special Education and Teaching; Vocational Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aljehany, M. S. (2018). The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855

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):

Aljehany, Mashal Salman. “The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder.” 2018. Thesis, Florida International University. Accessed September 15, 2019. https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855.

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

MLA Handbook (7th Edition):

Aljehany, Mashal Salman. “The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder.” 2018. Web. 15 Sep 2019.

Vancouver:

Aljehany MS. The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Sep 15]. Available from: https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855.

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

Council of Science Editors:

Aljehany MS. The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855

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


Florida International University

7. Li, Feng. Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida.… (more)

Subjects/Keywords: Identity; Aspiration; Evolution; Conceptual Understanding; Instructor; Workshop; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education; Secondary Education; Secondary Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Li, F. (2017). Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3522 ; 10.25148/etd.FIDC004041 ; FIDC004041

Chicago Manual of Style (16th Edition):

Li, Feng. “Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study.” 2017. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. https://digitalcommons.fiu.edu/etd/3522 ; 10.25148/etd.FIDC004041 ; FIDC004041.

MLA Handbook (7th Edition):

Li, Feng. “Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study.” 2017. Web. 15 Sep 2019.

Vancouver:

Li F. Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2019 Sep 15]. Available from: https://digitalcommons.fiu.edu/etd/3522 ; 10.25148/etd.FIDC004041 ; FIDC004041.

Council of Science Editors:

Li F. Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study. [Doctoral Dissertation]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3522 ; 10.25148/etd.FIDC004041 ; FIDC004041


Florida International University

8. O'Keefe, Sabrena A. The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.

Degree: PhD, Higher Education, 2018, Florida International University

  Global leadership has been a growing area of research as our world becomes interconnected. The National Association for College Employers (NACE) Career Readiness Competencies… (more)

Subjects/Keywords: global leadership; competencies; instrument validation; self-assessment; Educational Assessment, Evaluation, and Research; Educational Leadership; Leadership Studies; Other International and Area Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

O'Keefe, S. A. (2018). The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566

Chicago Manual of Style (16th Edition):

O'Keefe, Sabrena A. “The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.” 2018. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566.

MLA Handbook (7th Edition):

O'Keefe, Sabrena A. “The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.” 2018. Web. 15 Sep 2019.

Vancouver:

O'Keefe SA. The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 15]. Available from: https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566.

Council of Science Editors:

O'Keefe SA. The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566


Florida International University

9. Munoz, Lorena R. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2016, Florida International University

  As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools… (more)

Subjects/Keywords: cultural responsive teaching; algebra; students with specific learning disabilities; achievement gap; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Munoz, L. R. (2016). Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Thesis, Florida International University. Accessed September 15, 2019. http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

MLA Handbook (7th Edition):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Web. 15 Sep 2019.

Vancouver:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Sep 15]. Available from: http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

Council of Science Editors:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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


Florida International University

10. Baptiste, Belinda. Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2017, Florida International University

  Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula.… (more)

Subjects/Keywords: fidelity of implementation; instructional accommodations; inclusion; general education classrooms; specific learning disabilities; Algebra I; mathematics accommodations; mathematics achievement; teacher implementation; high school; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Secondary Education; Secondary Education and Teaching; Social and Behavioral Sciences; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baptiste, B. (2017). Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739

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):

Baptiste, Belinda. “Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes.” 2017. Thesis, Florida International University. Accessed September 15, 2019. http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739.

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

MLA Handbook (7th Edition):

Baptiste, Belinda. “Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes.” 2017. Web. 15 Sep 2019.

Vancouver:

Baptiste B. Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Sep 15]. Available from: http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739.

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

Council of Science Editors:

Baptiste B. Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes. [Thesis]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739

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


Florida International University

11. Barsony, Ildiko. Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students.

Degree: PhD, Curriculum and Instruction, 2016, Florida International University

  Generation 1.5 students, foreign-born children of first-generation immigrants, complete some or most of their K-12 education in the United States. Their oral communicative competence… (more)

Subjects/Keywords: generation 1.5; college composition; reading comprehension; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barsony, I. (2016). Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2984 ; 10.25148/etd.FIDC001240 ; FIDC001240

Chicago Manual of Style (16th Edition):

Barsony, Ildiko. “Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students.” 2016. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. http://digitalcommons.fiu.edu/etd/2984 ; 10.25148/etd.FIDC001240 ; FIDC001240.

MLA Handbook (7th Edition):

Barsony, Ildiko. “Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students.” 2016. Web. 15 Sep 2019.

Vancouver:

Barsony I. Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students. [Internet] [Doctoral dissertation]. Florida International University; 2016. [cited 2019 Sep 15]. Available from: http://digitalcommons.fiu.edu/etd/2984 ; 10.25148/etd.FIDC001240 ; FIDC001240.

Council of Science Editors:

Barsony I. Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students. [Doctoral Dissertation]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2984 ; 10.25148/etd.FIDC001240 ; FIDC001240


Florida International University

12. Noroozi, Majeed. Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment.

Degree: PhD, Curriculum and Instruction, 2018, Florida International University

Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse… (more)

Subjects/Keywords: Curriculum and Instruction; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Noroozi, M. (2018). Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3874 ; FIDC007032

Chicago Manual of Style (16th Edition):

Noroozi, Majeed. “Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment.” 2018. Doctoral Dissertation, Florida International University. Accessed September 15, 2019. https://digitalcommons.fiu.edu/etd/3874 ; FIDC007032.

MLA Handbook (7th Edition):

Noroozi, Majeed. “Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment.” 2018. Web. 15 Sep 2019.

Vancouver:

Noroozi M. Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 15]. Available from: https://digitalcommons.fiu.edu/etd/3874 ; FIDC007032.

Council of Science Editors:

Noroozi M. Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3874 ; FIDC007032

.