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:"St. Cloud State University" +contributor:("Michael W. Schwartz"). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Carnero, Angelica. ESL Students’ Awareness of Plagiarism Avoidance.

Degree: MA, English, 2017, St. Cloud State University

When acknowledging scholarly and other sources in academic writing, ESL students at American universities face different challenges from the ones their American counterparts face. Cultural differences and low writing proficiency in English are the main reasons why plagiarism is such a complex issue to address by ESL teachers. The development of appropriate strategies for acknowledging sources effectively is a process that requires multiple instructional activities in order for students to fully master the most basic standards. This study will evaluate ESL students’ perceptions on the importance of acknowledging sources effectively. The development of their perceptions will be assessed before and after they carry out some instructional activities on the topic of plagiarism. These activities are intended to scaffold students’ learning of quotation criteria and to progressively develop students’ awareness of the importance of appropriate acknowledgement of sources. Advisors/Committee Members: Michael W. Schwartz, John P. Madden, Carol A. Mohrbacher.

Subjects/Keywords: sources; citation; scaffold; plagiarism; awareness; citation; APA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carnero, A. (2017). ESL Students’ Awareness of Plagiarism Avoidance. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/85

Chicago Manual of Style (16th Edition):

Carnero, Angelica. “ESL Students’ Awareness of Plagiarism Avoidance.” 2017. Masters Thesis, St. Cloud State University. Accessed April 21, 2019. https://repository.stcloudstate.edu/engl_etds/85.

MLA Handbook (7th Edition):

Carnero, Angelica. “ESL Students’ Awareness of Plagiarism Avoidance.” 2017. Web. 21 Apr 2019.

Vancouver:

Carnero A. ESL Students’ Awareness of Plagiarism Avoidance. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Apr 21]. Available from: https://repository.stcloudstate.edu/engl_etds/85.

Council of Science Editors:

Carnero A. ESL Students’ Awareness of Plagiarism Avoidance. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/85

2. Lugo Cruz, Glymaris. Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment.

Degree: MA, English, 2017, St. Cloud State University

This qualitative study investigates teacher perceptions on Communicative Language Teaching (CLT) in an English as a Second Language (ESL) university environment. The study includes ten (10) participants who are all teaching assistants (TA) in the English Department at a Midwestern regional university in the United States. They are all between the ages of 24 to 48 and from varying nationalities and educational backgrounds. All participants will be interviewed in audio-recording using a semi-structured four-phased instrument. The purpose of this study is to elicit teachers’ reports of their knowledge, thoughts, opinions and applications related to CLT in teaching English Language Learners (ELL). Results demonstrated that participants do not have a full understanding of the CLT approach and favor combining different teaching methods. These outcomes could be attributed to lack of teacher training and involvement in research. Advisors/Committee Members: John P. Madden, Michael W. Schwartz, Shawn C. Jarvis.

Subjects/Keywords: CLT knowledge; teacher perceptions; CLT application; teaching assistants; communicative language teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lugo Cruz, G. (2017). Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/111

Chicago Manual of Style (16th Edition):

Lugo Cruz, Glymaris. “Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment.” 2017. Masters Thesis, St. Cloud State University. Accessed April 21, 2019. https://repository.stcloudstate.edu/engl_etds/111.

MLA Handbook (7th Edition):

Lugo Cruz, Glymaris. “Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment.” 2017. Web. 21 Apr 2019.

Vancouver:

Lugo Cruz G. Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Apr 21]. Available from: https://repository.stcloudstate.edu/engl_etds/111.

Council of Science Editors:

Lugo Cruz G. Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/111

3. Allred, Alicia. The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations.

Degree: MA, English, 2018, St. Cloud State University

When it comes to teaching and interacting with students, having experience and knowledge about different cultures and cultural backgrounds can help teachers navigate through cultural hurdles in their classroom. To seek insight on how teachers’ knowledge of their students’ cultures impacts their teaching and classroom adaptation, this study used surveys, and one-on-one interviews similar to a previous study done by Lindquist (2016). This study had twelve participants, all of which are in or were in an M.A. TESL program and taught as a graduate assistant in the Intensive English Center (IEC), in the English for Academic Purposes (EAP) program or helped students with their writing as part of their graduate assistantship (GA). The participants had either previously taken the optional, for-credit ESL and Culture course, or were currently enrolled, or did not take the course. The participants have various cultural backgrounds, and previous teaching experience. An analysis of the surveys and interviews revealed common themes such as beliefs about culture and teaching ESL students, pedagogical challenges, and teachers’ beliefs on students adapting to U.S. culture. Similar to Lindquist’s (2016) study, the participants that had taken the ESL and Culture course used generalizations less, and were more confident in their teaching strategies. Those that did not take the course used more generalizations, and scored themselves lower on the self-assessment of cultural knowledge. Advisors/Committee Members: James H. Robinson, Michael W. Schwartz, Eddah M. Mutua.

Subjects/Keywords: Culture; adaptations; ESL and Culture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Allred, A. (2018). The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/126

Chicago Manual of Style (16th Edition):

Allred, Alicia. “The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations.” 2018. Masters Thesis, St. Cloud State University. Accessed April 21, 2019. https://repository.stcloudstate.edu/engl_etds/126.

MLA Handbook (7th Edition):

Allred, Alicia. “The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations.” 2018. Web. 21 Apr 2019.

Vancouver:

Allred A. The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2019 Apr 21]. Available from: https://repository.stcloudstate.edu/engl_etds/126.

Council of Science Editors:

Allred A. The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/126

.