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You searched for +publisher:"Texas A&M University" +contributor:("Lara-Alecio, Rafael"). Showing records 1 – 30 of 46 total matches.

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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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Thesis, Texas A&M University. Accessed August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Kandel BE. Improving Teaching and Learning for English Language Learners. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Gardner Flores HL. Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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. Liau-Hing Yep, Carla Ana Cecilia. Professional Development System as an Ecology for Sustainable Learning: A Study to Empower Instructors to Use Technology Integration in Adult Language Classrooms.

Degree: PhD, Educational Human Resource Development, 2018, Texas A&M University

 The need of professional development for improving the use of technology integration in the classroom evolves continuously as technologies change and develop, and students and… (more)

Subjects/Keywords: professional development; technology integration

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APA (6th Edition):

Liau-Hing Yep, C. A. C. (2018). Professional Development System as an Ecology for Sustainable Learning: A Study to Empower Instructors to Use Technology Integration in Adult Language Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173395

Chicago Manual of Style (16th Edition):

Liau-Hing Yep, Carla Ana Cecilia. “Professional Development System as an Ecology for Sustainable Learning: A Study to Empower Instructors to Use Technology Integration in Adult Language Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 08, 2020. http://hdl.handle.net/1969.1/173395.

MLA Handbook (7th Edition):

Liau-Hing Yep, Carla Ana Cecilia. “Professional Development System as an Ecology for Sustainable Learning: A Study to Empower Instructors to Use Technology Integration in Adult Language Classrooms.” 2018. Web. 08 Aug 2020.

Vancouver:

Liau-Hing Yep CAC. Professional Development System as an Ecology for Sustainable Learning: A Study to Empower Instructors to Use Technology Integration in Adult Language Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1969.1/173395.

Council of Science Editors:

Liau-Hing Yep CAC. Professional Development System as an Ecology for Sustainable Learning: A Study to Empower Instructors to Use Technology Integration in Adult Language Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173395


Texas A&M University

9. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

10. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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

Degree: 2009, Texas A&M University

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

Subjects/Keywords: ESL

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ahn, Soo Jin. “Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.” 2009. Thesis, Texas A&M University. Accessed August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Ahn SJ. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Aug 08]. 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

12. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Aug 08]. 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

13. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

14. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Montague M. Expert Secondary Inclusive Classroom Management. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2020 Aug 08]. 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

15. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2020 Aug 08]. 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

16. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Cho E. Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

Vancouver:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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

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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 August 08, 2020. 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. 08 Aug 2020.

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 2020 Aug 08]. 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. Abdelrahman, Nahed Aaed Mubarak. An Analysis of State and University Policies on Principal Preparation Programs.

Degree: PhD, Educational Administration, 2018, Texas A&M University

 Principal preparation and principal leadership programs has become crucial issue since the beginning of the past century. National and state policies have been enacted to… (more)

Subjects/Keywords: policies; principal preparation; standards; the University Council of Educational Administration (UCEA); internship

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

APA (6th Edition):

Abdelrahman, N. A. M. (2018). An Analysis of State and University Policies on Principal Preparation Programs. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173433

Chicago Manual of Style (16th Edition):

Abdelrahman, Nahed Aaed Mubarak. “An Analysis of State and University Policies on Principal Preparation Programs.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 08, 2020. http://hdl.handle.net/1969.1/173433.

MLA Handbook (7th Edition):

Abdelrahman, Nahed Aaed Mubarak. “An Analysis of State and University Policies on Principal Preparation Programs.” 2018. Web. 08 Aug 2020.

Vancouver:

Abdelrahman NAM. An Analysis of State and University Policies on Principal Preparation Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1969.1/173433.

Council of Science Editors:

Abdelrahman NAM. An Analysis of State and University Policies on Principal Preparation Programs. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173433


Texas A&M University

28. Cajiao Martinez, Laura Victoria. Exploring Independent Human Resource Development Consulting Practice and Expertise in Colombia through Reflective Practice.

Degree: PhD, Educational Human Resource Development, 2018, Texas A&M University

 This qualitative study explored the learning experiences of independent HRD consultants that helped them improve their practice and develop expertise. In addition, my aim was… (more)

Subjects/Keywords: Human Resource Development; Consulting; Reflective Practice; Expertise; Colombia

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

APA (6th Edition):

Cajiao Martinez, L. V. (2018). Exploring Independent Human Resource Development Consulting Practice and Expertise in Colombia through Reflective Practice. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173458

Chicago Manual of Style (16th Edition):

Cajiao Martinez, Laura Victoria. “Exploring Independent Human Resource Development Consulting Practice and Expertise in Colombia through Reflective Practice.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 08, 2020. http://hdl.handle.net/1969.1/173458.

MLA Handbook (7th Edition):

Cajiao Martinez, Laura Victoria. “Exploring Independent Human Resource Development Consulting Practice and Expertise in Colombia through Reflective Practice.” 2018. Web. 08 Aug 2020.

Vancouver:

Cajiao Martinez LV. Exploring Independent Human Resource Development Consulting Practice and Expertise in Colombia through Reflective Practice. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1969.1/173458.

Council of Science Editors:

Cajiao Martinez LV. Exploring Independent Human Resource Development Consulting Practice and Expertise in Colombia through Reflective Practice. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173458


Texas A&M University

29. Tang, Shifang. Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression.

Degree: PhD, Bilingual Education, 2018, Texas A&M University

 The purpose of this dissertation was to investigate the impact of a curriculum-based virtual professional development (VPD) and teachers’ use of the cooperative/collaborative/peer-tutoring (CCP) strategies… (more)

Subjects/Keywords: cooperative/collaborative/peer-tutoring strategies; English learners; classroom observation; virtual professional development

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

APA (6th Edition):

Tang, S. (2018). Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173470

Chicago Manual of Style (16th Edition):

Tang, Shifang. “Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 08, 2020. http://hdl.handle.net/1969.1/173470.

MLA Handbook (7th Edition):

Tang, Shifang. “Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression.” 2018. Web. 08 Aug 2020.

Vancouver:

Tang S. Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1969.1/173470.

Council of Science Editors:

Tang S. Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173470


Texas A&M University

30. Li, Jui-Teng. Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.

Degree: PhD, Educational Psychology, 2017, Texas A&M University

 The purposes of this dissertation are three-fold. The first purpose is to identify the effects of four different English as a Second Language/English as a… (more)

Subjects/Keywords: Reading Performance; ESL/EFL Instructional Strategies

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

APA (6th Edition):

Li, J. (2017). Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187229

Chicago Manual of Style (16th Edition):

Li, Jui-Teng. “Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.” 2017. Doctoral Dissertation, Texas A&M University. Accessed August 08, 2020. http://hdl.handle.net/1969.1/187229.

MLA Handbook (7th Edition):

Li, Jui-Teng. “Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.” 2017. Web. 08 Aug 2020.

Vancouver:

Li J. Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1969.1/187229.

Council of Science Editors:

Li J. Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/187229

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