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You searched for +publisher:"Texas A&M University" +contributor:("Eslami, Zohreh R."). Showing records 1 – 16 of 16 total matches.

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Texas A&M University

1. Shin, Jee Young. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.

Degree: 2012, Texas A&M University

 The purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young… (more)

Subjects/Keywords: ESL; ELL; Early Literacy; Bilingual Education; Early Childhood Program; Korean

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

APA (6th Edition):

Shin, J. Y. (2012). A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165

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):

Shin, Jee Young. “A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.” 2012. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165.

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

MLA Handbook (7th Edition):

Shin, Jee Young. “A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.” 2012. Web. 17 Nov 2019.

Vancouver:

Shin JY. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165.

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

Council of Science Editors:

Shin JY. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165

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


Texas A&M University

2. Wiese, Rachel. Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.

Degree: 2014, Texas A&M University

 This research reveals preservice teachers? observations of their own experiences and their English Language Learners? (ELL) experiences while performing in a full-scale, bilingual production of… (more)

Subjects/Keywords: theatre; English Language Learners; product-oriented drama; English as a Second Language; musical production

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APA (6th Edition):

Wiese, R. (2014). Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154039

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):

Wiese, Rachel. “Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.” 2014. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/154039.

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

MLA Handbook (7th Edition):

Wiese, Rachel. “Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.” 2014. Web. 17 Nov 2019.

Vancouver:

Wiese R. Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/154039.

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

Council of Science Editors:

Wiese R. Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154039

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


Texas A&M University

3. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173862

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/173862.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 17 Nov 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/173862.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173862


Texas A&M University

4. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173767

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/173767.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 17 Nov 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/173767.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173767


Texas A&M University

5. Knight, Angelia Horton. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Kindergarten students often struggle with the task of fluently identifying letters in the alphabet. Early acquisition of letter identification serves as a strong predictor of… (more)

Subjects/Keywords: letter-name knowledge; letter knowledge; alphabet knowledge; alphabet automaticity; letter fluency

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APA (6th Edition):

Knight, A. H. (2017). Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169612

Chicago Manual of Style (16th Edition):

Knight, Angelia Horton. “Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.” 2017. Doctoral Dissertation, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/169612.

MLA Handbook (7th Edition):

Knight, Angelia Horton. “Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.” 2017. Web. 17 Nov 2019.

Vancouver:

Knight AH. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/169612.

Council of Science Editors:

Knight AH. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169612


Texas A&M University

6. Freer-Alvarez, Trudy Ann. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.

Degree: 2016, Texas A&M University

 A study was conducted utilizing a mixed ANOVA design for descriptive and comparative analysis to investigate a project-based learning intervention in five bilingual campuses. Prior… (more)

Subjects/Keywords: School Reform; Bilingual

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APA (6th Edition):

Freer-Alvarez, T. A. (2016). The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157000

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):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/157000.

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

MLA Handbook (7th Edition):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Web. 17 Nov 2019.

Vancouver:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/157000.

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

Council of Science Editors:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157000

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


Texas A&M University

7. Plett, Bethany Joy. Inclusion of English language learners in conversion small schools.

Degree: 2009, Texas A&M University

 Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been… (more)

Subjects/Keywords: ELL; Inclusion; Small Schools

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APA (6th Edition):

Plett, B. J. (2009). Inclusion of English language learners in conversion small schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2942

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):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

MLA Handbook (7th Edition):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Web. 17 Nov 2019.

Vancouver:

Plett BJ. Inclusion of English language learners in conversion small schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

Council of Science Editors:

Plett BJ. Inclusion of English language learners in conversion small schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942

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


Texas A&M University

8. Kerr, Alicia Ann. A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.

Degree: 2011, Texas A&M University

 This qualitative study examined urban middle school teachers' participation in a teacher study group (TSG) focused on culturally responsive teaching (CRT) content. Specifically, the researcher… (more)

Subjects/Keywords: Culturally Responsive Teaching; Professional Development; Teacher Study Group

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APA (6th Edition):

Kerr, A. A. (2011). A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751

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):

Kerr, Alicia Ann. “A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.” 2011. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751.

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

MLA Handbook (7th Edition):

Kerr, Alicia Ann. “A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.” 2011. Web. 17 Nov 2019.

Vancouver:

Kerr AA. A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751.

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

Council of Science Editors:

Kerr AA. A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751

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


Texas A&M University

9. Tacey, Krista Diane. Perspective Transformation: Analyzing the Outcomes of International Education.

Degree: 2012, Texas A&M University

 The purpose of this dissertation was to analyze the impact of international experiential education on life choices, specifically those related to career and educational goals.… (more)

Subjects/Keywords: international education; transformative learning theory; adult education; cultural psychology; Fulbright English Teaching Assistant; study abroad

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APA (6th Edition):

Tacey, K. D. (2012). Perspective Transformation: Analyzing the Outcomes of International Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9754

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):

Tacey, Krista Diane. “Perspective Transformation: Analyzing the Outcomes of International Education.” 2012. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9754.

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

MLA Handbook (7th Edition):

Tacey, Krista Diane. “Perspective Transformation: Analyzing the Outcomes of International Education.” 2012. Web. 17 Nov 2019.

Vancouver:

Tacey KD. Perspective Transformation: Analyzing the Outcomes of International Education. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9754.

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

Council of Science Editors:

Tacey KD. Perspective Transformation: Analyzing the Outcomes of International Education. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9754

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


Texas A&M University

10. Barr, Sheldon Martin. Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.

Degree: 2013, Texas A&M University

 There is evidence that ineffective classroom instruction, particularly in the early primary grades, is a major contributor to the high incidence of reading problems in… (more)

Subjects/Keywords: Evidence-based literacy instruction; elementary school teachers; English Language Learners

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APA (6th Edition):

Barr, S. M. (2013). Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149253

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):

Barr, Sheldon Martin. “Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.” 2013. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/149253.

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

MLA Handbook (7th Edition):

Barr, Sheldon Martin. “Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.” 2013. Web. 17 Nov 2019.

Vancouver:

Barr SM. Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/149253.

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

Council of Science Editors:

Barr SM. Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149253

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


Texas A&M University

11. Wright, Katherine Elizabeth Landau. Methods and Measures for Using Writing to Transform Knowledge in Science Classes.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific… (more)

Subjects/Keywords: Writing; Self-Efficacy; Writing Assessment; Writing-to-learn; Science Literacy

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APA (6th Edition):

Wright, K. E. L. (2016). Methods and Measures for Using Writing to Transform Knowledge in Science Classes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157881

Chicago Manual of Style (16th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Doctoral Dissertation, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/157881.

MLA Handbook (7th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Web. 17 Nov 2019.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/157881.

Council of Science Editors:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157881

12. Tzou, Yeh-Zu. The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.

Degree: 2009, Texas A&M University

 Simultaneous interpretation is a cognitively demanding task involving concurrent listening and speaking in two languages. Successful performance in this task likely relies on a good… (more)

Subjects/Keywords: Working Memory; Simultaneous Interpretation; Interpreting; Bilinguals

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APA (6th Edition):

Tzou, Y. (2009). The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2943

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):

Tzou, Yeh-Zu. “The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.” 2009. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2943.

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

MLA Handbook (7th Edition):

Tzou, Yeh-Zu. “The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.” 2009. Web. 17 Nov 2019.

Vancouver:

Tzou Y. The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2943.

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

Council of Science Editors:

Tzou Y. The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2943

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

13. McLeod, Kent Doehr. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.

Degree: 2009, Texas A&M University

 The primary purpose of the study was to reveal the perceptions of three newlyarrived male Korean students enrolled in Texas A&M University during the 2007… (more)

Subjects/Keywords: qualitative; culture shock; Korea; university

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APA (6th Edition):

McLeod, K. D. (2009). A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2707

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):

McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2009. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2707.

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

MLA Handbook (7th Edition):

McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2009. Web. 17 Nov 2019.

Vancouver:

McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2707.

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

Council of Science Editors:

McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2707

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

14. Kung, Wan-Tsai. Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads.

Degree: 2010, Texas A&M University

 This dissertation investigated Taiwanese English as Foreign Language (EFL) learners' incidental noticing and their subsequent language learning in relation to learner proficiency level and dyadic… (more)

Subjects/Keywords: Second Language Acquisition; incidental noticing; interactional effect; noticing; computer-mediated communication; text-based discussion; negotiation of meaning; ESL; EFL

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APA (6th Edition):

Kung, W. (2010). Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-834

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):

Kung, Wan-Tsai. “Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads.” 2010. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-834.

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

MLA Handbook (7th Edition):

Kung, Wan-Tsai. “Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads.” 2010. Web. 17 Nov 2019.

Vancouver:

Kung W. Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-834.

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

Council of Science Editors:

Kung W. Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-834

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

15. Huang, Shu-Fen. Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.

Degree: 2012, Texas A&M University

 This study investigated the effects of output stimulus tasks and glosses on L2 incidental vocabulary learning. Two meta-analytic studies were conducted. The first was intended… (more)

Subjects/Keywords: Involvement load; glosses; vocabulary learning; meta-analysis

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

APA (6th Edition):

Huang, S. (2012). Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268

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):

Huang, Shu-Fen. “Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.” 2012. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268.

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

MLA Handbook (7th Edition):

Huang, Shu-Fen. “Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.” 2012. Web. 17 Nov 2019.

Vancouver:

Huang S. Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268.

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

Council of Science Editors:

Huang S. Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268

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

16. Vaquero, Juana. An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families.

Degree: 2014, Texas A&M University

 The present pilot study examined the effectiveness of a 12-week parent-delivered shared book-reading curriculum in Spanish using a pre-, post-between-groups, with a 12-month follow-up test… (more)

Subjects/Keywords: shared-book reading; emergent literacy; vocabulary; latino children

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vaquero, J. (2014). An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153928

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):

Vaquero, Juana. “An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families.” 2014. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/153928.

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

MLA Handbook (7th Edition):

Vaquero, Juana. “An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families.” 2014. Web. 17 Nov 2019.

Vancouver:

Vaquero J. An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/153928.

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

Council of Science Editors:

Vaquero J. An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153928

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

.