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You searched for +publisher:"Texas A&M University" +contributor:("Eslami, Zohreh"). Showing records 1 – 30 of 39 total matches.

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Texas A&M University

1. Snow, Marianne. English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.

Degree: 2013, Texas A&M University

 While many researchers have explored the benefits of literacy-enriched play for monolingual English-speaking children, few have investigated English language learners? (ELL) responses to this type… (more)

Subjects/Keywords: ELLs; emergent writing

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

APA (6th Edition):

Snow, M. (2013). English Language Learners' Writing Behaviors During Literacy-Enriched Block Play. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149447

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):

Snow, Marianne. “English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.” 2013. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/149447.

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

MLA Handbook (7th Edition):

Snow, Marianne. “English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.” 2013. Web. 23 Apr 2019.

Vancouver:

Snow M. English Language Learners' Writing Behaviors During Literacy-Enriched Block Play. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/149447.

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

Council of Science Editors:

Snow M. English Language Learners' Writing Behaviors During Literacy-Enriched Block Play. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149447

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


Texas A&M University

2. Henderson, Daphne Carr. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.

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

 This study triangulated multiple sources of data to evaluate a secondary writing program and determine the professional development (PD) needs of secondary writing teachers. The… (more)

Subjects/Keywords: writing; instruction

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APA (6th Edition):

Henderson, D. C. (2016). Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156936

Chicago Manual of Style (16th Edition):

Henderson, Daphne Carr. “Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156936.

MLA Handbook (7th Edition):

Henderson, Daphne Carr. “Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs.” 2016. Web. 23 Apr 2019.

Vancouver:

Henderson DC. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156936.

Council of Science Editors:

Henderson DC. Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156936


Texas A&M University

3. Liu, Chianing. Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request".

Degree: 2009, Texas A&M University

 This study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level English as a Foreign Language (EFL) learners in Taiwan.… (more)

Subjects/Keywords: Pragmatics; Instruction; Technology; EFL

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APA (6th Edition):

Liu, C. (2009). Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request". (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2490

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):

Liu, Chianing. “Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request".” 2009. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2490.

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

MLA Handbook (7th Edition):

Liu, Chianing. “Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request".” 2009. Web. 23 Apr 2019.

Vancouver:

Liu C. Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request". [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2490.

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

Council of Science Editors:

Liu C. Pragmatics in foreign language instruction: the effects of pedagogical intervention and technology on the development of EFL learners' realization of "request". [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2490

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


Texas A&M University

4. Cox, Nano Kathleen. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.

Degree: 2009, Texas A&M University

 My study investigated the effects of two 50/50 and two 90/10 two-way dual language programs on the reading achievement of 76 English Language Learners (ELLs)… (more)

Subjects/Keywords: Dual Language; English Language Learners

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APA (6th Edition):

Cox, N. K. (2009). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2706

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):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

MLA Handbook (7th Edition):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Web. 23 Apr 2019.

Vancouver:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

Council of Science Editors:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706

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


Texas A&M University

5. Kim, Heekyoung. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.

Degree: 2009, Texas A&M University

 Based on a cross-cultural comparison of requesting behavior between Koreans and Americans, the study tried to determine the extent of pragmatic transfer and the impact… (more)

Subjects/Keywords: pragmatic transfer; subjectivity

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APA (6th Edition):

Kim, H. (2009). The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1286

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):

Kim, Heekyoung. “The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.” 2009. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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

MLA Handbook (7th Edition):

Kim, Heekyoung. “The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.” 2009. Web. 23 Apr 2019.

Vancouver:

Kim H. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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

Council of Science Editors:

Kim H. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1286

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


Texas A&M University

6. Seifert, Kathryn A. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.

Degree: 2010, Texas A&M University

 This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students… (more)

Subjects/Keywords: Problem-Based Learning; Metacognition; Reflection

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APA (6th Edition):

Seifert, K. A. (2010). The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

MLA Handbook (7th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Web. 23 Apr 2019.

Vancouver:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

Council of Science Editors:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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


Texas A&M University

7. 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 (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 April 23, 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. 23 Apr 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 Apr 23]. 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

8. Ko, Wei-Hong. Interlanguage Pragmatics and Email Communication.

Degree: 2013, Texas A&M University

 The present study investigated learners? interlanguage pragmatic development through analysis of ninety requestive emails written to a faculty member over a period of up to… (more)

Subjects/Keywords: Interlanguage Pragmatics; Email; Student-Faculty Communication

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APA (6th Edition):

Ko, W. (2013). Interlanguage Pragmatics and Email Communication. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151352

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):

Ko, Wei-Hong. “Interlanguage Pragmatics and Email Communication.” 2013. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/151352.

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

MLA Handbook (7th Edition):

Ko, Wei-Hong. “Interlanguage Pragmatics and Email Communication.” 2013. Web. 23 Apr 2019.

Vancouver:

Ko W. Interlanguage Pragmatics and Email Communication. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/151352.

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

Council of Science Editors:

Ko W. Interlanguage Pragmatics and Email Communication. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151352

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


Texas A&M University

9. Tosun, Sumeyra. Source vs. Stance? On the Interpretation and Use of Evidential Utterances by Turkish- vs. English-Speaking Adults.

Degree: 2014, Texas A&M University

 This research empirically examined the relationship between evidentiality and modality in sentence interpretation by Turkish vs. English speakers and the influence of different forms of… (more)

Subjects/Keywords: Evidentiality; Turkish; English; Modality; Judgment

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APA (6th Edition):

Tosun, S. (2014). Source vs. Stance? On the Interpretation and Use of Evidential Utterances by Turkish- vs. English-Speaking Adults. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152717

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):

Tosun, Sumeyra. “Source vs. Stance? On the Interpretation and Use of Evidential Utterances by Turkish- vs. English-Speaking Adults.” 2014. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/152717.

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

MLA Handbook (7th Edition):

Tosun, Sumeyra. “Source vs. Stance? On the Interpretation and Use of Evidential Utterances by Turkish- vs. English-Speaking Adults.” 2014. Web. 23 Apr 2019.

Vancouver:

Tosun S. Source vs. Stance? On the Interpretation and Use of Evidential Utterances by Turkish- vs. English-Speaking Adults. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/152717.

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

Council of Science Editors:

Tosun S. Source vs. Stance? On the Interpretation and Use of Evidential Utterances by Turkish- vs. English-Speaking Adults. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152717

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


Texas A&M University

10. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

11. Flacy, Kathleen Anne. Education or Educaci?n? A Comparative Analysis of the Discourses of Latino/A Students and Three Community Colleges.

Degree: 2014, Texas A&M University

 The main question addressed in this dissertation relates to the discourses that Latino/a students and community colleges bring to the educational table. From this question… (more)

Subjects/Keywords: educaci?n; transcultural negotiation; discourse analysis

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

APA (6th Edition):

Flacy, K. A. (2014). Education or Educaci?n? A Comparative Analysis of the Discourses of Latino/A Students and Three Community Colleges. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154245

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):

Flacy, Kathleen Anne. “Education or Educaci?n? A Comparative Analysis of the Discourses of Latino/A Students and Three Community Colleges.” 2014. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/154245.

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

MLA Handbook (7th Edition):

Flacy, Kathleen Anne. “Education or Educaci?n? A Comparative Analysis of the Discourses of Latino/A Students and Three Community Colleges.” 2014. Web. 23 Apr 2019.

Vancouver:

Flacy KA. Education or Educaci?n? A Comparative Analysis of the Discourses of Latino/A Students and Three Community Colleges. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/154245.

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

Council of Science Editors:

Flacy KA. Education or Educaci?n? A Comparative Analysis of the Discourses of Latino/A Students and Three Community Colleges. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154245

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


Texas A&M University

12. Hasan, Fatma. An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes.

Degree: 2015, Texas A&M University

 The purpose of this study was twofold. The first objective was to investigate the extent of gender stereotyping in Jordanian English language textbooks used in… (more)

Subjects/Keywords: Gender stereotyping; textbooks; teachers beliefs

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APA (6th Edition):

Hasan, F. (2015). An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156128

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):

Hasan, Fatma. “An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes.” 2015. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156128.

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

MLA Handbook (7th Edition):

Hasan, Fatma. “An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes.” 2015. Web. 23 Apr 2019.

Vancouver:

Hasan F. An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156128.

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

Council of Science Editors:

Hasan F. An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156128

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


Texas A&M University

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

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 April 23, 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. 23 Apr 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 Apr 23]. 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

14. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

15. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

16. Lumbreras, Ricardo. Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.

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

 Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and… (more)

Subjects/Keywords: ELL; discourse; Latino; identities; illustrative statements; culture; heritage; family; school

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APA (6th Edition):

Lumbreras, R. (2016). Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156921

Chicago Manual of Style (16th Edition):

Lumbreras, Ricardo. “Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156921.

MLA Handbook (7th Edition):

Lumbreras, Ricardo. “Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.” 2016. Web. 23 Apr 2019.

Vancouver:

Lumbreras R. Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156921.

Council of Science Editors:

Lumbreras R. Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156921


Texas A&M University

17. Gamez-Patience, Brenda A. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth.

Degree: 2015, Texas A&M University

 By reviewing existing data of preschool teacher small group shared reading video observations, the present investigator seeks to investigate the relationships between teacher questioning and… (more)

Subjects/Keywords: Teacher Questions; Dual Language Learners

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APA (6th Edition):

Gamez-Patience, B. A. (2015). Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155560

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):

Gamez-Patience, Brenda A. “Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth.” 2015. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/155560.

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

MLA Handbook (7th Edition):

Gamez-Patience, Brenda A. “Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth.” 2015. Web. 23 Apr 2019.

Vancouver:

Gamez-Patience BA. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/155560.

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

Council of Science Editors:

Gamez-Patience BA. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155560

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


Texas A&M University

18. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

19. Ahn, Soo Jin. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.

Degree: 2009, Texas A&M University

 This study examined the motivation for learning English, the amount of contact with English, and length of residence in the target language area that affects… (more)

Subjects/Keywords: ESL

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APA (6th Edition):

Ahn, S. J. (2009). Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2487

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):

Ahn, Soo Jin. “Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.” 2009. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2487.

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

MLA Handbook (7th Edition):

Ahn, Soo Jin. “Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.” 2009. Web. 23 Apr 2019.

Vancouver:

Ahn SJ. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2487.

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

Council of Science Editors:

Ahn SJ. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2487

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


Texas A&M University

20. 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 April 23, 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. 23 Apr 2019.

Vancouver:

Plett BJ. Inclusion of English language learners in conversion small schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 23]. 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

21. Ghong, Mary Njang. Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.

Degree: 2009, Texas A&M University

 Literacy is an important phenomenon in all societies today. Nations around the world put in a great deal of effort and allocate a lot of… (more)

Subjects/Keywords: Linguistic Knowledge; Teachers' Knowledge; Literacy Achievement; Teacher Education

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APA (6th Edition):

Ghong, M. N. (2009). Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1095

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):

Ghong, Mary Njang. “Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.” 2009. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1095.

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

MLA Handbook (7th Edition):

Ghong, Mary Njang. “Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.” 2009. Web. 23 Apr 2019.

Vancouver:

Ghong MN. Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1095.

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

Council of Science Editors:

Ghong MN. Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1095

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


Texas A&M University

22. Ates, Burcu. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.

Degree: 2010, Texas A&M University

 The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants… (more)

Subjects/Keywords: Native and Nonnative English Speaking Graduate Teaching Assistants; Preservice Teachers; ESL Methodology Courses

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APA (6th Edition):

Ates, B. (2010). Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

MLA Handbook (7th Edition):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Web. 23 Apr 2019.

Vancouver:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

Council of Science Editors:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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


Texas A&M University

23. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

24. 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 April 23, 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. 23 Apr 2019.

Vancouver:

Tacey KD. Perspective Transformation: Analyzing the Outcomes of International Education. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. 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

25. Zannou, Yetunde. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.

Degree: 2012, Texas A&M University

 In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population… (more)

Subjects/Keywords: STEM; teacher education; secondary education; Texas; science; English language learners; alternative certification

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APA (6th Edition):

Zannou, Y. (2012). Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148406

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):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/148406.

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

MLA Handbook (7th Edition):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Web. 23 Apr 2019.

Vancouver:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/148406.

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

Council of Science Editors:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148406

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


Texas A&M University

26. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

27. Song, Si Chun. Chinese and American University Students' Perceptions of Public Apologies.

Degree: 2013, Texas A&M University

 The purpose of this study was to examine Chinese and American students? perceptions of public apologies issued by Reed Hastings, the CEO of Netflix, and… (more)

Subjects/Keywords: Public apologies; Cross-cultural pragmatics; Apology strategies; Non-verbal cues; Corporate Apologies; Netflix; Toyota; Chinese people; Americans

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APA (6th Edition):

Song, S. C. (2013). Chinese and American University Students' Perceptions of Public Apologies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151818

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):

Song, Si Chun. “Chinese and American University Students' Perceptions of Public Apologies.” 2013. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/151818.

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

MLA Handbook (7th Edition):

Song, Si Chun. “Chinese and American University Students' Perceptions of Public Apologies.” 2013. Web. 23 Apr 2019.

Vancouver:

Song SC. Chinese and American University Students' Perceptions of Public Apologies. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/151818.

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

Council of Science Editors:

Song SC. Chinese and American University Students' Perceptions of Public Apologies. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151818

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


Texas A&M University

28. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

29. Bippus, Sharon L. Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives.

Degree: 2012, Texas A&M University

 Service-learning is the merging of academic work with real-life community service activities that encourages students to reflect and think critically about their experiences. Although service-learning… (more)

Subjects/Keywords: ESL; ESOL; service-learning

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APA (6th Edition):

Bippus, S. L. (2012). Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9763

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):

Bippus, Sharon L. “Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives.” 2012. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9763.

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

MLA Handbook (7th Edition):

Bippus, Sharon L. “Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives.” 2012. Web. 23 Apr 2019.

Vancouver:

Bippus SL. Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9763.

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

Council of Science Editors:

Bippus SL. Adult ESL Students and Service-learning: Voices, Experiences, and Perspectives. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9763

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

30. Cunningham, Mary. The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.

Degree: 2012, Texas A&M University

 The present study focuses on 24 personal narratives told by eight highly proficient bilingual L1-Russian, L2-English speakers (NRS) in comparison to 24 personal narratives told… (more)

Subjects/Keywords: cultural transfer; cultural influence; bilingual narrative; cultural schema

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

APA (6th Edition):

Cunningham, M. (2012). The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694

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):

Cunningham, Mary. “The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.” 2012. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694.

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

MLA Handbook (7th Edition):

Cunningham, Mary. “The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.” 2012. Web. 23 Apr 2019.

Vancouver:

Cunningham M. The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694.

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

Council of Science Editors:

Cunningham M. The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694

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

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