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You searched for +publisher:"Texas A&M University" +contributor:("Kuo, Li-Jen"). Showing records 1 – 12 of 12 total matches.

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Texas A&M University

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

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 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

2. Brabham, Beth C. Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.

Degree: 2016, Texas A&M University

 This mixed-methods study investigated teachers? perceptions and implementation of professional development in writing instruction at a high school campus. A layered approach to professional development… (more)

Subjects/Keywords: Professional Development; Writing; Coaching; Plcs

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APA (6th Edition):

Brabham, B. C. (2016). Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156810

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):

Brabham, Beth C. “Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.” 2016. Thesis, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/156810.

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

MLA Handbook (7th Edition):

Brabham, Beth C. “Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.” 2016. Web. 04 Apr 2020.

Vancouver:

Brabham BC. Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/156810.

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

Council of Science Editors:

Brabham BC. Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156810

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


Texas A&M University

3. Leem, Ji Soo. Experiences of Six East Asian Graduate Students in Online Courses.

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

 International student enrollments and online courses enrollments in the United States have been increasing. As today’s society has more different paradigms and educational worlds expand… (more)

Subjects/Keywords: Distance education; East Asian students; Teaching English to Speakers of Other Language; Sociocultural perspectives

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APA (6th Edition):

Leem, J. S. (2017). Experiences of Six East Asian Graduate Students in Online Courses. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187228

Chicago Manual of Style (16th Edition):

Leem, Ji Soo. “Experiences of Six East Asian Graduate Students in Online Courses.” 2017. Masters Thesis, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/187228.

MLA Handbook (7th Edition):

Leem, Ji Soo. “Experiences of Six East Asian Graduate Students in Online Courses.” 2017. Web. 04 Apr 2020.

Vancouver:

Leem JS. Experiences of Six East Asian Graduate Students in Online Courses. [Internet] [Masters thesis]. Texas A&M University; 2017. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/187228.

Council of Science Editors:

Leem JS. Experiences of Six East Asian Graduate Students in Online Courses. [Masters Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/187228


Texas A&M University

4. 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 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

5. Hodges, Tracey S. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.

Degree: 2015, Texas A&M University

 In the United States, changes to policy as well as practice are negatively affecting writing instruction for K-12 students. While workforce demands continue to require… (more)

Subjects/Keywords: Preservice teachers; self-efficacy; mixed methods; writing; writing instruction

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

APA (6th Edition):

Hodges, T. S. (2015). The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155427

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):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Thesis, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/155427.

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

MLA Handbook (7th Edition):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Web. 04 Apr 2020.

Vancouver:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/155427.

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

Council of Science Editors:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155427

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


Texas A&M University

6. Wu, Shuang. The Role of Vocabulary in Chinese English-Language Beginning Learners' Writing Development.

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

 This dissertation, consisting of one systematic review and two empirical studies, aims to examine the relationship between English vocabulary knowledge and English writing quality with… (more)

Subjects/Keywords: writing; vocabulary breadth; vocabulary depth; after-class literacy experiences

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

APA (6th Edition):

Wu, S. (2016). The Role of Vocabulary in Chinese English-Language Beginning Learners' Writing Development. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158714

Chicago Manual of Style (16th Edition):

Wu, Shuang. “The Role of Vocabulary in Chinese English-Language Beginning Learners' Writing Development.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/158714.

MLA Handbook (7th Edition):

Wu, Shuang. “The Role of Vocabulary in Chinese English-Language Beginning Learners' Writing Development.” 2016. Web. 04 Apr 2020.

Vancouver:

Wu S. The Role of Vocabulary in Chinese English-Language Beginning Learners' Writing Development. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/158714.

Council of Science Editors:

Wu S. The Role of Vocabulary in Chinese English-Language Beginning Learners' Writing Development. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158714


Texas A&M University

7. Jabbari, Nasser. Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games.

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

 This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related… (more)

Subjects/Keywords: Review; Massively multiplayer online (role-playing) games; MMOG; MMORPG; English as a foreign language (EFL); English as a second language (ESL); negotiation of meaning; interaction; linguistic complexity; syntactic complexity; lexical complexity

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APA (6th Edition):

Jabbari, N. (2017). Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173150

Chicago Manual of Style (16th Edition):

Jabbari, Nasser. “Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/173150.

MLA Handbook (7th Edition):

Jabbari, Nasser. “Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games.” 2017. Web. 04 Apr 2020.

Vancouver:

Jabbari N. Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/173150.

Council of Science Editors:

Jabbari N. Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/173150


Texas A&M University

8. 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 04, 2020. 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. 04 Apr 2020.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Apr 04]. 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

9. Ritz, Catherine T. Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum.

Degree: 2015, Texas A&M University

 Within the context of a public school district at the middle and high school levels, this study investigates the problem of world language teachers struggling… (more)

Subjects/Keywords: foreign language; communication; world language; curriculum

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APA (6th Edition):

Ritz, C. T. (2015). Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156440

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):

Ritz, Catherine T. “Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum.” 2015. Thesis, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/156440.

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

MLA Handbook (7th Edition):

Ritz, Catherine T. “Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum.” 2015. Web. 04 Apr 2020.

Vancouver:

Ritz CT. Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/156440.

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

Council of Science Editors:

Ritz CT. Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156440

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

10. Kim, Kayoung. English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect.

Degree: 2015, Texas A&M University

 It has been claimed that skilled readers of English syllabify written words using morphological and orthographic knowledge (e.g., the Basic Orthographic Syllable Structure, or BOSS)… (more)

Subjects/Keywords: Biliteracy; Polysyllabic Word Recognition

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APA (6th Edition):

Kim, K. (2015). English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155161

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, Kayoung. “English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect.” 2015. Thesis, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/155161.

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

MLA Handbook (7th Edition):

Kim, Kayoung. “English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect.” 2015. Web. 04 Apr 2020.

Vancouver:

Kim K. English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/155161.

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

Council of Science Editors:

Kim K. English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155161

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

11. Chapa De La Rosa, Imelda Graciela. Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools.

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

 The findings of this study revealed that there were no significant correlations between the intrinsic or extrinsic factors and Resiliency or Proficiency. There were, however,… (more)

Subjects/Keywords: academic resilience; at-risk factors; English learners

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

APA (6th Edition):

Chapa De La Rosa, I. G. (2018). Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174083

Chicago Manual of Style (16th Edition):

Chapa De La Rosa, Imelda Graciela. “Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/174083.

MLA Handbook (7th Edition):

Chapa De La Rosa, Imelda Graciela. “Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools.” 2018. Web. 04 Apr 2020.

Vancouver:

Chapa De La Rosa IG. Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/174083.

Council of Science Editors:

Chapa De La Rosa IG. Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174083

12. Franks, Amanda Deanne. “I Don’t Want to Speak for You”: Pre-Service and In-Service Reading Teachers’ Attitudes and Perceptions on the Use of Multicultural Texts in the K-8 Classroom.

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

 The purpose of this dissertation study is to explore understandings of multicultural literature, ways in which it is being utilized in classrooms, how it is… (more)

Subjects/Keywords: Multicultural Literature; Reading Education

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

APA (6th Edition):

Franks, A. D. (2017). “I Don’t Want to Speak for You”: Pre-Service and In-Service Reading Teachers’ Attitudes and Perceptions on the Use of Multicultural Texts in the K-8 Classroom. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165849

Chicago Manual of Style (16th Edition):

Franks, Amanda Deanne. ““I Don’t Want to Speak for You”: Pre-Service and In-Service Reading Teachers’ Attitudes and Perceptions on the Use of Multicultural Texts in the K-8 Classroom.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 04, 2020. http://hdl.handle.net/1969.1/165849.

MLA Handbook (7th Edition):

Franks, Amanda Deanne. ““I Don’t Want to Speak for You”: Pre-Service and In-Service Reading Teachers’ Attitudes and Perceptions on the Use of Multicultural Texts in the K-8 Classroom.” 2017. Web. 04 Apr 2020.

Vancouver:

Franks AD. “I Don’t Want to Speak for You”: Pre-Service and In-Service Reading Teachers’ Attitudes and Perceptions on the Use of Multicultural Texts in the K-8 Classroom. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1969.1/165849.

Council of Science Editors:

Franks AD. “I Don’t Want to Speak for You”: Pre-Service and In-Service Reading Teachers’ Attitudes and Perceptions on the Use of Multicultural Texts in the K-8 Classroom. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165849

.