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You searched for +publisher:"Georgia State University" +contributor:("Gertrude Tinker Sachs"). Showing records 1 – 18 of 18 total matches.

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Georgia State University

1. Pelissero, Amy E. Transgressing the Borders: Text and Talk in a Refugee Women's Book Club.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The prevailing discourses around refugees often serve to position them as ignorant, incapable, and needing to be assimilated into the dominant culture of receiving… (more)

Subjects/Keywords: Refugee women; Book club; Transnational; Ways of knowing; Dialogic spaces; Literacy practices; Refugee women’s literacy practices; Refugee women’s book club

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APA (6th Edition):

Pelissero, A. E. (2016). Transgressing the Borders: Text and Talk in a Refugee Women's Book Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/30

Chicago Manual of Style (16th Edition):

Pelissero, Amy E. “Transgressing the Borders: Text and Talk in a Refugee Women's Book Club.” 2016. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/30.

MLA Handbook (7th Edition):

Pelissero, Amy E. “Transgressing the Borders: Text and Talk in a Refugee Women's Book Club.” 2016. Web. 09 Dec 2019.

Vancouver:

Pelissero AE. Transgressing the Borders: Text and Talk in a Refugee Women's Book Club. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/30.

Council of Science Editors:

Pelissero AE. Transgressing the Borders: Text and Talk in a Refugee Women's Book Club. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/30


Georgia State University

2. Boylan, Ryan. THE IMPACT OF EXPLICITLY INCORPORATING CULTURE IN AN INTRODUCTORY COLLEGE LEVEL SPANISH CLASS ON STUDENT INTERCULTURAL COMPETENCY.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  This qualitative, case study investigation examined practices for the incorporation of cultural texts and experiences in the post-secondary foreign language classroom and how these… (more)

Subjects/Keywords: attitudes; culture; intercultural competence; language; perceptions

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APA (6th Edition):

Boylan, R. (2018). THE IMPACT OF EXPLICITLY INCORPORATING CULTURE IN AN INTRODUCTORY COLLEGE LEVEL SPANISH CLASS ON STUDENT INTERCULTURAL COMPETENCY. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/57

Chicago Manual of Style (16th Edition):

Boylan, Ryan. “THE IMPACT OF EXPLICITLY INCORPORATING CULTURE IN AN INTRODUCTORY COLLEGE LEVEL SPANISH CLASS ON STUDENT INTERCULTURAL COMPETENCY.” 2018. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/57.

MLA Handbook (7th Edition):

Boylan, Ryan. “THE IMPACT OF EXPLICITLY INCORPORATING CULTURE IN AN INTRODUCTORY COLLEGE LEVEL SPANISH CLASS ON STUDENT INTERCULTURAL COMPETENCY.” 2018. Web. 09 Dec 2019.

Vancouver:

Boylan R. THE IMPACT OF EXPLICITLY INCORPORATING CULTURE IN AN INTRODUCTORY COLLEGE LEVEL SPANISH CLASS ON STUDENT INTERCULTURAL COMPETENCY. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/57.

Council of Science Editors:

Boylan R. THE IMPACT OF EXPLICITLY INCORPORATING CULTURE IN AN INTRODUCTORY COLLEGE LEVEL SPANISH CLASS ON STUDENT INTERCULTURAL COMPETENCY. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/57


Georgia State University

3. Wang, Huan. A Case Study of English Language Learners’ Multimodal Compositions and Identity Representations.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  English learners’ literacy practices have become multimodal in today’s media and technology saturated world. Studies have investigated the application of multimodal composing in English… (more)

Subjects/Keywords: Multimodal composing; multimodal resources; international multilingual students; modes

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APA (6th Edition):

Wang, H. (2018). A Case Study of English Language Learners’ Multimodal Compositions and Identity Representations. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/60

Chicago Manual of Style (16th Edition):

Wang, Huan. “A Case Study of English Language Learners’ Multimodal Compositions and Identity Representations.” 2018. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/60.

MLA Handbook (7th Edition):

Wang, Huan. “A Case Study of English Language Learners’ Multimodal Compositions and Identity Representations.” 2018. Web. 09 Dec 2019.

Vancouver:

Wang H. A Case Study of English Language Learners’ Multimodal Compositions and Identity Representations. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/60.

Council of Science Editors:

Wang H. A Case Study of English Language Learners’ Multimodal Compositions and Identity Representations. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/60

4. Angay-Crowder, Tuba. L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The new world of academic discourse is complex and necessitates that L1 and L2 graduate students learn a multiplicity of texts, master intertextuality, and… (more)

Subjects/Keywords: L1 and L2 doctoral students; Multilingual learners; Academic literacies; Intertextuality; Online academic discourse community; Web seminars.

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APA (6th Edition):

Angay-Crowder, T. (2016). L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/35

Chicago Manual of Style (16th Edition):

Angay-Crowder, Tuba. “L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS.” 2016. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/35.

MLA Handbook (7th Edition):

Angay-Crowder, Tuba. “L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS.” 2016. Web. 09 Dec 2019.

Vancouver:

Angay-Crowder T. L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/35.

Council of Science Editors:

Angay-Crowder T. L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/35

5. Qureshi, Azhar. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.

Degree: PhD, Middle and Secondary Education, 2017, Georgia State University

  Effective teacher development is significant for any educational system to remain competitive in the global arena (Bayar, 2014). However, science teachers’ professional development activities… (more)

Subjects/Keywords: Professional development; Lived experiences; Pakistani science teachers; Professional learning and change; Active learning; Reflective practices

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APA (6th Edition):

Qureshi, A. (2017). A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/39

Chicago Manual of Style (16th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/39.

MLA Handbook (7th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Web. 09 Dec 2019.

Vancouver:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/39.

Council of Science Editors:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/mse_diss/39


Georgia State University

6. Jackson, Annmarie. Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy.

Degree: PhD, Middle and Secondary Education, 2015, Georgia State University

  This qualitative case study explores ways in which English as a Second Language (ESOL) preservice teachers’ conceptions of literacy are initially developed and how… (more)

Subjects/Keywords: preservice teachers; teacher development; ESOL teachers; efficacy; culturally relevant pedagogy; literacy conceptions

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APA (6th Edition):

Jackson, A. (2015). Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/6

Chicago Manual of Style (16th Edition):

Jackson, Annmarie. “Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy.” 2015. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/6.

MLA Handbook (7th Edition):

Jackson, Annmarie. “Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy.” 2015. Web. 09 Dec 2019.

Vancouver:

Jackson A. Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/6.

Council of Science Editors:

Jackson A. Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/mse_diss/6


Georgia State University

7. Williams, Margo H. On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 The purpose of this study was to examine the Spanish-speaking newcomer middle school students’ perceptions of school, expectations from school, and attitudes toward school. Of… (more)

Subjects/Keywords: multicultural education; acculturation; ELLs; newcomers; ESOL; middle school; Spanish-speaking students; Education

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APA (6th Edition):

Williams, M. H. (2009). On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/42

Chicago Manual of Style (16th Edition):

Williams, Margo H. “On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes.” 2009. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/42.

MLA Handbook (7th Edition):

Williams, Margo H. “On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes.” 2009. Web. 09 Dec 2019.

Vancouver:

Williams MH. On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/42.

Council of Science Editors:

Williams MH. On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/42


Georgia State University

8. Ruiz, Amanda M. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are… (more)

Subjects/Keywords: English language learners; secondary students; ELLs in the mainstream; mainstreaming; ESOL; inclusion; Education

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APA (6th Edition):

Ruiz, A. M. (2011). Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/75

Chicago Manual of Style (16th Edition):

Ruiz, Amanda M. “Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.” 2011. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/75.

MLA Handbook (7th Edition):

Ruiz, Amanda M. “Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.” 2011. Web. 09 Dec 2019.

Vancouver:

Ruiz AM. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/75.

Council of Science Editors:

Ruiz AM. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/75


Georgia State University

9. Choi, Jayoung. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.

Degree: PhD, Middle and Secondary Education, 2009, Georgia State University

  For English language learners (ELLs) who traverse two different sociocultural and linguistic worlds, identity construction is a particularly complicated process. However, examining learners’ identity… (more)

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APA (6th Edition):

Choi, J. (2009). Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/144

Chicago Manual of Style (16th Edition):

Choi, Jayoung. “Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.” 2009. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/144.

MLA Handbook (7th Edition):

Choi, Jayoung. “Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.” 2009. Web. 09 Dec 2019.

Vancouver:

Choi J. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/144.

Council of Science Editors:

Choi J. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/144


Georgia State University

10. Bruner, Marie. Growing Up On Burritos and Black-Eyed Peas: An Autoethnography of Multiracial Identity Development.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2014, Georgia State University

  The immigration debate is not new to the United States; however, today’s heated discussions include strong anti-Mexican sentiments (Bean & Stone, 2012; Hughey, 2012).… (more)

Subjects/Keywords: multiracial identity; LatCrit theory; autoethnography; colorism; complimentary othering

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APA (6th Edition):

Bruner, M. (2014). Growing Up On Burritos and Black-Eyed Peas: An Autoethnography of Multiracial Identity Development. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/127

Chicago Manual of Style (16th Edition):

Bruner, Marie. “Growing Up On Burritos and Black-Eyed Peas: An Autoethnography of Multiracial Identity Development.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/127.

MLA Handbook (7th Edition):

Bruner, Marie. “Growing Up On Burritos and Black-Eyed Peas: An Autoethnography of Multiracial Identity Development.” 2014. Web. 09 Dec 2019.

Vancouver:

Bruner M. Growing Up On Burritos and Black-Eyed Peas: An Autoethnography of Multiracial Identity Development. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/127.

Council of Science Editors:

Bruner M. Growing Up On Burritos and Black-Eyed Peas: An Autoethnography of Multiracial Identity Development. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/127


Georgia State University

11. Massey, Bethany. Living Links: Examining Immigrant Teens' Experiences in Communication Technology Enhanced Transnational Spaces.

Degree: PhD, Learning Technologies Division, 2018, Georgia State University

  This study examined the technology-enhanced lived experiences of three Mexican-American secondary students in Southwestern United States. This work extends the research of Basch, Schiller… (more)

Subjects/Keywords: Funds of knowledge; K-12; education; immigrant; messaging applications; simultaneity; social media; technology affordances; transnational social spaces

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APA (6th Edition):

Massey, B. (2018). Living Links: Examining Immigrant Teens' Experiences in Communication Technology Enhanced Transnational Spaces. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ltd_diss/7

Chicago Manual of Style (16th Edition):

Massey, Bethany. “Living Links: Examining Immigrant Teens' Experiences in Communication Technology Enhanced Transnational Spaces.” 2018. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/ltd_diss/7.

MLA Handbook (7th Edition):

Massey, Bethany. “Living Links: Examining Immigrant Teens' Experiences in Communication Technology Enhanced Transnational Spaces.” 2018. Web. 09 Dec 2019.

Vancouver:

Massey B. Living Links: Examining Immigrant Teens' Experiences in Communication Technology Enhanced Transnational Spaces. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/ltd_diss/7.

Council of Science Editors:

Massey B. Living Links: Examining Immigrant Teens' Experiences in Communication Technology Enhanced Transnational Spaces. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ltd_diss/7


Georgia State University

12. Ari, Omer. Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health… (more)

Subjects/Keywords: reading fluency; comprehension monitoring; intervention; repeated readings; wide exposure; error detection; Education

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APA (6th Edition):

Ari, O. (2009). Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/61

Chicago Manual of Style (16th Edition):

Ari, Omer. “Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills.” 2009. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/61.

MLA Handbook (7th Edition):

Ari, Omer. “Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills.” 2009. Web. 09 Dec 2019.

Vancouver:

Ari O. Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/61.

Council of Science Editors:

Ari O. Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/61

13. Dimova, Svetoslava. Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2012, Georgia State University

  ABSTRACT FOREIGN LANGUAGE FOR CONTENT: AIMING TO DEVELOP LIFELONG LEARNING DISPOSITIONS by Svetoslava Dimova In the context of emphasis on English language, mathematics and… (more)

Subjects/Keywords: Foreign language; online reading; internalization; activity theory; motivation; lifelong learning

…Education Georgia State University Atlanta, GA 2012 Copyright by Svetoslava T. Dimova 2012… 

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APA (6th Edition):

Dimova, S. (2012). Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/97

Chicago Manual of Style (16th Edition):

Dimova, Svetoslava. “Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions.” 2012. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/97.

MLA Handbook (7th Edition):

Dimova, Svetoslava. “Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions.” 2012. Web. 09 Dec 2019.

Vancouver:

Dimova S. Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/97.

Council of Science Editors:

Dimova S. Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/msit_diss/97

14. Morin, Melinda. How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2014, Georgia State University

  HOW SCHOOL LIBRARY MEDIA SPECIALISTS SUPPORT READING AND INFORMATION LITERACY SKILLS INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS by Melinda Morin This study explored the school… (more)

Subjects/Keywords: reading; information literacy skills instruction; English language learners

…Technologies Division in the College of Education Georgia State University Atlanta, GA 2013… …Dissertations and Theses database through the Georgia State University Library revealed fifteen… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Morin, M. (2014). How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/120

Chicago Manual of Style (16th Edition):

Morin, Melinda. “How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/120.

MLA Handbook (7th Edition):

Morin, Melinda. “How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners.” 2014. Web. 09 Dec 2019.

Vancouver:

Morin M. How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/120.

Council of Science Editors:

Morin M. How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/120

15. Rodriguez, Sanjuana C. Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop.

Degree: PhD, Middle and Secondary Education, 2014, Georgia State University

  While many research studies have examined the early literacy development and experiences of monolingual children (e.g. Clay 1982, 1991, 2001; Dyson, 1984, 1993, 2003),… (more)

Subjects/Keywords: emergent bilinguals; writing workshop; early literacy; kindergarten

…Education Georgia State University Atlanta, Georgia 2014 Copyright by Sanjuana C. Rodriguez… …dissertation committee: Dr. Laura May, Dr. Gertrude Tinker Sachs, and Dr. Tasha Tropp Laman for… 

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APA (6th Edition):

Rodriguez, S. C. (2014). Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/130

Chicago Manual of Style (16th Edition):

Rodriguez, Sanjuana C. “Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/130.

MLA Handbook (7th Edition):

Rodriguez, Sanjuana C. “Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop.” 2014. Web. 09 Dec 2019.

Vancouver:

Rodriguez SC. Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/130.

Council of Science Editors:

Rodriguez SC. Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/130

16. Mantegna, Sarah. Process and Product: High School English Learners Redefined.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2014, Georgia State University

  Despite 21st Century technology, our nation’s high schools deliver a print-centric curriculum driven by high-stakes tests. A majority of states have adopted Common Core… (more)

Subjects/Keywords: immigrant; task based instruction; secondary schools; Common Core State Standards; 21st Century skills; mode

…Secondary Education in the College of Education Georgia State University Atlanta, Georgia 2013… …challenged me to plan a dissertation study that I would be passionate about. Dr. Gertrude Tinker… …Sachs, my advisor and dissertation committee chair, supported and guided me as I sought to… 

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APA (6th Edition):

Mantegna, S. (2014). Process and Product: High School English Learners Redefined. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/123

Chicago Manual of Style (16th Edition):

Mantegna, Sarah. “Process and Product: High School English Learners Redefined.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/123.

MLA Handbook (7th Edition):

Mantegna, Sarah. “Process and Product: High School English Learners Redefined.” 2014. Web. 09 Dec 2019.

Vancouver:

Mantegna S. Process and Product: High School English Learners Redefined. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/123.

Council of Science Editors:

Mantegna S. Process and Product: High School English Learners Redefined. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/123


Georgia State University

17. West, Charnita V. Culturally Relevant Professional Development: An Examination of Race, Practice, and Self through an Africa-American Teacher Study Group.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2008, Georgia State University

  This naturalistic investigation examined how the implementation of a teacher study group assisted African-American teachers in instituting culturally relevant pedagogy. Ladson-Billings (1994) coined the… (more)

Subjects/Keywords: Teacher Study Group; Professional Development; Staff Development; African-American Teachers; Education

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

APA (6th Edition):

West, C. V. (2008). Culturally Relevant Professional Development: An Examination of Race, Practice, and Self through an Africa-American Teacher Study Group. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/27

Chicago Manual of Style (16th Edition):

West, Charnita V. “Culturally Relevant Professional Development: An Examination of Race, Practice, and Self through an Africa-American Teacher Study Group.” 2008. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/msit_diss/27.

MLA Handbook (7th Edition):

West, Charnita V. “Culturally Relevant Professional Development: An Examination of Race, Practice, and Self through an Africa-American Teacher Study Group.” 2008. Web. 09 Dec 2019.

Vancouver:

West CV. Culturally Relevant Professional Development: An Examination of Race, Practice, and Self through an Africa-American Teacher Study Group. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/msit_diss/27.

Council of Science Editors:

West CV. Culturally Relevant Professional Development: An Examination of Race, Practice, and Self through an Africa-American Teacher Study Group. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/msit_diss/27


Georgia State University

18. Noble, Priscilla Garrido. Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools.

Degree: PhD, Educational Policy Studies, 2007, Georgia State University

 Improving the teaching of English as a foreign language in public schools is a high priority for the Dominican administration elected in 2004. Consequently, the… (more)

Subjects/Keywords: ESL; Spanish; Communicative Language Teaching (CLT); Structured immersion; Foreign language teaching; Dominican educational policy; EFL; Education; Education Policy

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

APA (6th Edition):

Noble, P. G. (2007). Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/13

Chicago Manual of Style (16th Edition):

Noble, Priscilla Garrido. “Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools.” 2007. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/eps_diss/13.

MLA Handbook (7th Edition):

Noble, Priscilla Garrido. “Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools.” 2007. Web. 09 Dec 2019.

Vancouver:

Noble PG. Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2007. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/eps_diss/13.

Council of Science Editors:

Noble PG. Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools. [Doctoral Dissertation]. Georgia State University; 2007. Available from: https://scholarworks.gsu.edu/eps_diss/13

.