Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Texas A&M University" +contributor:("Lara-Alecio, Rafael"). Showing records 1 – 30 of 43 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Texas A&M University

1. Trejo, Martha A. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.

Degree: 2015, Texas A&M University

 This quantitative study is derived from a need to know how the leadership can support the teachers in a Two Way Dual Language (TWDL) program… (more)

Subjects/Keywords: dual language; administrative leadership; English reading; third grade; rural; Two Way Dual Language; Transitional Bilingual; English only; instructional program; language programs; second language acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Trejo, M. A. (2015). Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155765

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):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/155765.

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

MLA Handbook (7th Edition):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Web. 22 Apr 2019.

Vancouver:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/155765.

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

Council of Science Editors:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155765

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


Texas A&M University

2. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 22, 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. 22 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 22]. 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

3. Kandel, Brooke E. Improving Teaching and Learning for English Language Learners.

Degree: 2010, Texas A&M University

 While there has been tremendous growth in the numbers of Hispanics and English language learners (ELLs) in our public schools, there has been a lack… (more)

Subjects/Keywords: bilingual; English language learners; reading strategies; teacher professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kandel, B. E. (2010). Improving Teaching and Learning for English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695

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):

Kandel, Brooke E. “Improving Teaching and Learning for English Language Learners.” 2010. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695.

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

MLA Handbook (7th Edition):

Kandel, Brooke E. “Improving Teaching and Learning for English Language Learners.” 2010. Web. 22 Apr 2019.

Vancouver:

Kandel BE. Improving Teaching and Learning for English Language Learners. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695.

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

Council of Science Editors:

Kandel BE. Improving Teaching and Learning for English Language Learners. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695

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


Texas A&M University

4. Gardner Flores, Helen Lisa. Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness.

Degree: 2012, Texas A&M University

 This study examines Dialect Awareness as an instructional practice when used to teach Spanish Heritage Language (HL) learners at a university located on the U.S.-Mexico… (more)

Subjects/Keywords: Heritage Language; Dialect Awareness; Discourse Analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gardner Flores, H. L. (2012). Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9945

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):

Gardner Flores, Helen Lisa. “Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness.” 2012. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9945.

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

MLA Handbook (7th Edition):

Gardner Flores, Helen Lisa. “Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness.” 2012. Web. 22 Apr 2019.

Vancouver:

Gardner Flores HL. Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9945.

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

Council of Science Editors:

Gardner Flores HL. Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9945

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


Texas A&M University

5. Myint, Ahmarlay. An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.

Degree: 2014, Texas A&M University

 Over the past couple of decades, the state of Texas has made numerous amendments to its standardized tests in an attempt to abide by legislation… (more)

Subjects/Keywords: Vocabulary; word frequency; STAAR; standardized test; textbook

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Myint, A. (2014). An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152622

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):

Myint, Ahmarlay. “An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.” 2014. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/152622.

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

MLA Handbook (7th Edition):

Myint, Ahmarlay. “An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.” 2014. Web. 22 Apr 2019.

Vancouver:

Myint A. An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/152622.

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

Council of Science Editors:

Myint A. An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152622

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


Texas A&M University

6. Lara, Alma Leticia. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.

Degree: 2014, Texas A&M University

 The purpose of this study was to provide an understanding of the process Latino parents utilize to gain access to postsecondary education information during their… (more)

Subjects/Keywords: social capital; postsecondary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lara, A. L. (2014). A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152861

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):

Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/152861.

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

MLA Handbook (7th Edition):

Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Web. 22 Apr 2019.

Vancouver:

Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/152861.

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

Council of Science Editors:

Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152861

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


Texas A&M University

7. Yang, Pei-Lin. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.

Degree: 2015, Texas A&M University

 Due to the increasing population of English language learners in the United States and the academic gap between their English-speaking counterparts, the purpose of this… (more)

Subjects/Keywords: ELL; oral language development; story reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yang, P. (2015). The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155127

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):

Yang, Pei-Lin. “The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.” 2015. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/155127.

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

MLA Handbook (7th Edition):

Yang, Pei-Lin. “The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.” 2015. Web. 22 Apr 2019.

Vancouver:

Yang P. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/155127.

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

Council of Science Editors:

Yang P. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155127

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


Texas A&M University

8. Guerrero, Cindy Lynn. Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.

Degree: 2015, Texas A&M University

 English language learners, one of the fastest growing groups of students in public schools, continue to score lower in reading achievement when compared to non-English… (more)

Subjects/Keywords: bilingual; elementary; reading; direct instruction; struggling readers; paraprofessionals

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guerrero, C. L. (2015). Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155659

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):

Guerrero, Cindy Lynn. “Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.” 2015. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/155659.

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

MLA Handbook (7th Edition):

Guerrero, Cindy Lynn. “Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.” 2015. Web. 22 Apr 2019.

Vancouver:

Guerrero CL. Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/155659.

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

Council of Science Editors:

Guerrero CL. Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155659

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


Texas A&M University

9. Lynch, Julia Clare. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.

Degree: 2017, Texas A&M University

 In this study, I examined the effectiveness of the literacy curriculum known as STELLA (Storytelling and Retelling and Higher Order Thinking for English Language and… (more)

Subjects/Keywords: ELL newcomers; bilingual education; English language learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lynch, J. C. (2017). Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161567

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):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/161567.

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

MLA Handbook (7th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 22 Apr 2019.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/161567.

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

Council of Science Editors:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161567

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


Texas A&M University

10. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 22, 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. 22 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 22]. 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

11. Boone, Sonia Kay. Successful African American students in two-way immersion programs: parent and student perceptions.

Degree: 2009, Texas A&M University

 The purpose of this study was to examine perceptions of possible factors that lead to academic success for African American children who participated in two-way… (more)

Subjects/Keywords: Two-Way Immersion; African American Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boone, S. K. (2009). Successful African American students in two-way immersion programs: parent and student perceptions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2488

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):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2488.

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

MLA Handbook (7th Edition):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Web. 22 Apr 2019.

Vancouver:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488.

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

Council of Science Editors:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488

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


Texas A&M University

12. Sheffield, Mariagrazia Marzono. Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.

Degree: 2009, Texas A&M University

 The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school… (more)

Subjects/Keywords: Heritage language loss; Transitional Bilingual Education; English as a Second Language; Subtractive Bilingualism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sheffield, M. M. (2009). Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1305

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):

Sheffield, Mariagrazia Marzono. “Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.” 2009. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1305.

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

MLA Handbook (7th Edition):

Sheffield, Mariagrazia Marzono. “Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.” 2009. Web. 22 Apr 2019.

Vancouver:

Sheffield MM. Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1305.

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

Council of Science Editors:

Sheffield MM. Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1305

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


Texas A&M University

13. Montague, Marcia. Expert Secondary Inclusive Classroom Management.

Degree: 2011, Texas A&M University

 The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert… (more)

Subjects/Keywords: classroom management; inclusion; teacher preparation; special education; secondary education; universal design for learning; expert teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Montague, M. (2011). Expert Secondary Inclusive Classroom Management. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343

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):

Montague, Marcia. “Expert Secondary Inclusive Classroom Management.” 2011. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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

MLA Handbook (7th Edition):

Montague, Marcia. “Expert Secondary Inclusive Classroom Management.” 2011. Web. 22 Apr 2019.

Vancouver:

Montague M. Expert Secondary Inclusive Classroom Management. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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

Council of Science Editors:

Montague M. Expert Secondary Inclusive Classroom Management. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343

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


Texas A&M University

14. Walichowski, Miranda Fernande. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.

Degree: 2011, Texas A&M University

 The data used in this study were secondary, kindergarten data from a longitudinal, five-year, federal experimental research project: English and Literacy Acquisition (ELLA) (R305P030032). The… (more)

Subjects/Keywords: ells; oral proficiency; vocabulary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walichowski, M. F. (2011). An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639

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):

Walichowski, Miranda Fernande. “An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.” 2011. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.

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

MLA Handbook (7th Edition):

Walichowski, Miranda Fernande. “An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.” 2011. Web. 22 Apr 2019.

Vancouver:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.

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

Council of Science Editors:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639

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


Texas A&M University

15. Acosta, Sandra. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.

Degree: 2011, Texas A&M University

 The purpose of this study was to examine: (a) the methodological quality of current research on English Language Learners (ELL) in the areas of high-stakes… (more)

Subjects/Keywords: English language learners; oral language; high-stakes testing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Acosta, S. (2011). High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043

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):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

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

MLA Handbook (7th Edition):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Web. 22 Apr 2019.

Vancouver:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

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

Council of Science Editors:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043

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


Texas A&M University

16. Cruz de Quiros, Ana Migdalia. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.

Degree: 2008, Texas A&M University

 This study compared the oral language development, vocabulary, and comprehension of English language learners (ELLs) in second grade who were participating in a five-year longitudinal… (more)

Subjects/Keywords: Education; Bilingual and Multicultural Bussiness; Curriculum and Instruction; Educational Psychology; Elementary; Language and Literature; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cruz de Quiros, A. M. (2008). Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86030

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):

Cruz de Quiros, Ana Migdalia. “Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.” 2008. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/86030.

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

MLA Handbook (7th Edition):

Cruz de Quiros, Ana Migdalia. “Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.” 2008. Web. 22 Apr 2019.

Vancouver:

Cruz de Quiros AM. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/86030.

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

Council of Science Editors:

Cruz de Quiros AM. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86030

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


Texas A&M University

17. Trevino, Elizabeth Pauline, 1978-. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.

Degree: 2012, Texas A&M University

 English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly… (more)

Subjects/Keywords: multilevel linear models; bilingual education; English as a second language; second language reading development; oral reading fluency; reading fluency; English learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Trevino, Elizabeth Pauline, 1. (2012). The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148134

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):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/148134.

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

MLA Handbook (7th Edition):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Web. 22 Apr 2019.

Vancouver:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/148134.

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

Council of Science Editors:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148134

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


Texas A&M University

18. Franco-Fuenmayor, Susana Elena. Examining Dual Language, Bilingual, and ESL Teachers? Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas.

Degree: 2013, Texas A&M University

 The rapid increase of the English Language Learner (ELL) student population in the United States and their continued lack of achievement means that research must… (more)

Subjects/Keywords: Bilingual Education; Second Language Education; Teachers' Professional Development; Teacher Education; Bilingual Programs; Teachers' Knowledge

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Franco-Fuenmayor, S. E. (2013). Examining Dual Language, Bilingual, and ESL Teachers? Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149390

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):

Franco-Fuenmayor, Susana Elena. “Examining Dual Language, Bilingual, and ESL Teachers? Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas.” 2013. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/149390.

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

MLA Handbook (7th Edition):

Franco-Fuenmayor, Susana Elena. “Examining Dual Language, Bilingual, and ESL Teachers? Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas.” 2013. Web. 22 Apr 2019.

Vancouver:

Franco-Fuenmayor SE. Examining Dual Language, Bilingual, and ESL Teachers? Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/149390.

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

Council of Science Editors:

Franco-Fuenmayor SE. Examining Dual Language, Bilingual, and ESL Teachers? Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149390

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


Texas A&M University

19. Viloria, Maria. The Voices of Six Third Generation Mexican American Teachers and Their Experiences Teaching Mexican American Students in the South Texas Borderland Region.

Degree: 2013, Texas A&M University

 In this study, the author interviewed and observed six third generation Mexican American teachers in the South Texas borderlands region to examine their perceptions of… (more)

Subjects/Keywords: Mexican Americans; South Texas Borderland Region; third generation; perceptions; racialized experiences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Viloria, M. (2013). The Voices of Six Third Generation Mexican American Teachers and Their Experiences Teaching Mexican American Students in the South Texas Borderland Region. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151799

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):

Viloria, Maria. “The Voices of Six Third Generation Mexican American Teachers and Their Experiences Teaching Mexican American Students in the South Texas Borderland Region.” 2013. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/151799.

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

MLA Handbook (7th Edition):

Viloria, Maria. “The Voices of Six Third Generation Mexican American Teachers and Their Experiences Teaching Mexican American Students in the South Texas Borderland Region.” 2013. Web. 22 Apr 2019.

Vancouver:

Viloria M. The Voices of Six Third Generation Mexican American Teachers and Their Experiences Teaching Mexican American Students in the South Texas Borderland Region. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/151799.

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

Council of Science Editors:

Viloria M. The Voices of Six Third Generation Mexican American Teachers and Their Experiences Teaching Mexican American Students in the South Texas Borderland Region. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151799

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


Texas A&M University

20. Rea, Marla. An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.

Degree: 2013, Texas A&M University

 Educators have long been challenged to close the achievement gap which exists between the general school population and linguistically diverse students. However, a disconnect persists… (more)

Subjects/Keywords: Hispanic; English Learning; Culturally Diverse; Gifted and Talented; Secondary ELL; Hispanic Bilingual Gifted Screening Instrument; HBGSI

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rea, M. (2013). An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151872

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):

Rea, Marla. “An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.” 2013. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/151872.

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

MLA Handbook (7th Edition):

Rea, Marla. “An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.” 2013. Web. 22 Apr 2019.

Vancouver:

Rea M. An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/151872.

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

Council of Science Editors:

Rea M. An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151872

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


Texas A&M University

21. Fan, Yinan. Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.

Degree: 2014, Texas A&M University

 Demographics in the United States continue to shift with a rapidly growing Hispanic population. On the other hand, a mismatch still exists between Hispanic students?… (more)

Subjects/Keywords: Hispanic bilingual gifted; Item response theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fan, Y. (2014). Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153649

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):

Fan, Yinan. “Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.” 2014. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/153649.

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

MLA Handbook (7th Edition):

Fan, Yinan. “Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.” 2014. Web. 22 Apr 2019.

Vancouver:

Fan Y. Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/153649.

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

Council of Science Editors:

Fan Y. Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153649

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


Texas A&M University

22. Cho, Eunhee. Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.

Degree: 2014, Texas A&M University

 This dissertation investigated two issues: cross-language transfer among three typologically distant languages?Korean, English, and Chinese?and the language learning motivation of Korean students as it relates… (more)

Subjects/Keywords: cross-language transfer; language learning motivation; Korean; English; Chinese

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cho, E. (2014). Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153982

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):

Cho, Eunhee. “Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.” 2014. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/153982.

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

MLA Handbook (7th Edition):

Cho, Eunhee. “Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.” 2014. Web. 22 Apr 2019.

Vancouver:

Cho E. Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/153982.

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

Council of Science Editors:

Cho E. Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153982

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


Texas A&M University

23. Garza, Jr., Tiberio. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.

Degree: 2015, Texas A&M University

 The purpose of this dissertation study was to describe teacher pedagogy through the use of systematic review, observation data, and to comment on causal structure.… (more)

Subjects/Keywords: Project MSSELL; English language learners; Classroom observation instruments

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garza, Jr., T. (2015). Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155076

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):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/155076.

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

MLA Handbook (7th Edition):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Web. 22 Apr 2019.

Vancouver:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/155076.

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

Council of Science Editors:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155076

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


Texas A&M University

24. Palacios, Yadira Taboada. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.

Degree: 2015, Texas A&M University

 This is a quantitative study derived from a five-year longitudinal federal experimental research project targeting Spanish- speaking English language learners (ELLs) receiving language services across… (more)

Subjects/Keywords: ELLs; L2 ORF; ELLA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Palacios, Y. T. (2015). Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156249

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):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/156249.

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

MLA Handbook (7th Edition):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Web. 22 Apr 2019.

Vancouver:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/156249.

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

Council of Science Editors:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156249

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


Texas A&M University

25. Guerrero, Nancy Aguilar. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.

Degree: PhD, Educational Administration, 2016, Texas A&M University

 English language learners (ELLs) in public schools are a rapidly growing student population. Hispanic ELLs in Texas are working against numerous odds in public schools… (more)

Subjects/Keywords: School leadership; English Language Learners; school systems; instructional leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guerrero, N. A. (2016). An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158085

Chicago Manual of Style (16th Edition):

Guerrero, Nancy Aguilar. “An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/158085.

MLA Handbook (7th Edition):

Guerrero, Nancy Aguilar. “An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.” 2016. Web. 22 Apr 2019.

Vancouver:

Guerrero NA. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/158085.

Council of Science Editors:

Guerrero NA. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158085


Texas A&M University

26. Morris, Erich. Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts.

Degree: EdD, Educational Administration, 2016, Texas A&M University

 Over the past several decades, Texas public school districts have witnessed tremendous growth in student enrollment. This trend in significant growth is expected to continue… (more)

Subjects/Keywords: school; bond; elections; Texas

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morris, E. (2016). Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157818

Chicago Manual of Style (16th Edition):

Morris, Erich. “Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/157818.

MLA Handbook (7th Edition):

Morris, Erich. “Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts.” 2016. Web. 22 Apr 2019.

Vancouver:

Morris E. Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/157818.

Council of Science Editors:

Morris E. Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157818


Texas A&M University

27. Chaney, Elizabeth Hensleigh. The development of an instrument to assess student opinions of the quality of distance education.

Degree: 2009, Texas A&M University

 In the past decade, there has been an enormous growth of distance education courses and programs in higher education. However, the potential of distance education… (more)

Subjects/Keywords: health education; distance education; quality indicators; instrument development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chaney, E. H. (2009). The development of an instrument to assess student opinions of the quality of distance education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1023

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):

Chaney, Elizabeth Hensleigh. “The development of an instrument to assess student opinions of the quality of distance education.” 2009. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1023.

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

MLA Handbook (7th Edition):

Chaney, Elizabeth Hensleigh. “The development of an instrument to assess student opinions of the quality of distance education.” 2009. Web. 22 Apr 2019.

Vancouver:

Chaney EH. The development of an instrument to assess student opinions of the quality of distance education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1023.

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

Council of Science Editors:

Chaney EH. The development of an instrument to assess student opinions of the quality of distance education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1023

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

28. Penn, Amber Bradshaw. Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms.

Degree: 2011, Texas A&M University

 This quantitative study has been derived from a five-year federal experimental research project entitled English and Literacy Acquisition (ELLA- R305P030032) which targeted Spanish-speaking English Language… (more)

Subjects/Keywords: Bilingual Education; Phonemic Awareness; Spanish Literacy; Phonological Awareness

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Penn, A. B. (2011). Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8326

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):

Penn, Amber Bradshaw. “Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms.” 2011. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8326.

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

MLA Handbook (7th Edition):

Penn, Amber Bradshaw. “Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms.” 2011. Web. 22 Apr 2019.

Vancouver:

Penn AB. Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8326.

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

Council of Science Editors:

Penn AB. Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8326

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

29. Tani-Prado, Sophia. An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade.

Degree: 2010, Texas A&M University

 Early Reading First is a federal initiative that seeks to buffer against the detrimental effects of poverty on children?s academic outcomes by incorporating all of… (more)

Subjects/Keywords: Early Reading First; prevention; reading disabilities; early intervention; early childhood; preschool intervention; emergent literacy; early literacy

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tani-Prado, S. (2010). An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8321

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):

Tani-Prado, Sophia. “An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade.” 2010. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8321.

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

MLA Handbook (7th Edition):

Tani-Prado, Sophia. “An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade.” 2010. Web. 22 Apr 2019.

Vancouver:

Tani-Prado S. An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8321.

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

Council of Science Editors:

Tani-Prado S. An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8321

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

30. Eason, Noelle Rogers. State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served.

Degree: 2012, Texas A&M University

 This quantitative study examined state and local funding and district spending patterns for English language learning (ELL) students in Texas. The purpose of this study… (more)

Subjects/Keywords: Bilingual Education; English Language Learner; Education Finance; Texas; Foundation School Program; Public School Finance; English as a Second Language; Vertical Equity

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Eason, N. R. (2012). State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8832

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):

Eason, Noelle Rogers. “State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served.” 2012. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8832.

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

MLA Handbook (7th Edition):

Eason, Noelle Rogers. “State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served.” 2012. Web. 22 Apr 2019.

Vancouver:

Eason NR. State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8832.

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

Council of Science Editors:

Eason NR. State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8832

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

[1] [2]

.