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You searched for +publisher:"University of Arizona" +contributor:("Anders, Patricia L."). Showing records 1 – 30 of 50 total matches.

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University of Arizona

1. Richardson, Lisa Kathryn. The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners .

Degree: 2013, University of Arizona

 The purpose of this qualitative case study is to describe how students' talk unfolded during literacy learning experiences in an English Language Development (ELD) classroom… (more)

Subjects/Keywords: Secondary; Language, Reading & Culture; Literacy

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APA (6th Edition):

Richardson, L. K. (2013). The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/312498

Chicago Manual of Style (16th Edition):

Richardson, Lisa Kathryn. “The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners .” 2013. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/312498.

MLA Handbook (7th Edition):

Richardson, Lisa Kathryn. “The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners .” 2013. Web. 26 Apr 2019.

Vancouver:

Richardson LK. The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/312498.

Council of Science Editors:

Richardson LK. The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/312498


University of Arizona

2. Bacon, Heidi Regina. Constructing Literacy Identities Within Communities: Women's Stories of Transformation .

Degree: 2014, University of Arizona

 Adult education has often been described as a start and stop process for second chance learners. Hierarchical, decontextualized, and scripted materials remain prevalent in adult… (more)

Subjects/Keywords: Community Literacy; Women's Literacy; Language, Reading & Culture; Adult Literacy

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APA (6th Edition):

Bacon, H. R. (2014). Constructing Literacy Identities Within Communities: Women's Stories of Transformation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/325232

Chicago Manual of Style (16th Edition):

Bacon, Heidi Regina. “Constructing Literacy Identities Within Communities: Women's Stories of Transformation .” 2014. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/325232.

MLA Handbook (7th Edition):

Bacon, Heidi Regina. “Constructing Literacy Identities Within Communities: Women's Stories of Transformation .” 2014. Web. 26 Apr 2019.

Vancouver:

Bacon HR. Constructing Literacy Identities Within Communities: Women's Stories of Transformation . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/325232.

Council of Science Editors:

Bacon HR. Constructing Literacy Identities Within Communities: Women's Stories of Transformation . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/325232


University of Arizona

3. Arnold, Joanna Colleen. Medical Professionalism as Developmental Transformation .

Degree: 2011, University of Arizona

 In the past decade, designing educational environments to support medical professionalism and the development of a professional identity have become prominent issues among medical educators.… (more)

Subjects/Keywords: Professionalism; Language, Reading & Culture; development; identity

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APA (6th Edition):

Arnold, J. C. (2011). Medical Professionalism as Developmental Transformation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/203032

Chicago Manual of Style (16th Edition):

Arnold, Joanna Colleen. “Medical Professionalism as Developmental Transformation .” 2011. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/203032.

MLA Handbook (7th Edition):

Arnold, Joanna Colleen. “Medical Professionalism as Developmental Transformation .” 2011. Web. 26 Apr 2019.

Vancouver:

Arnold JC. Medical Professionalism as Developmental Transformation . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/203032.

Council of Science Editors:

Arnold JC. Medical Professionalism as Developmental Transformation . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/203032


University of Arizona

4. Waibel, Alison Kathleen. Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training .

Degree: 2015, University of Arizona

 Defined as an awareness of suffering coupled with a willingness to do something to relieve suffering, compassion has recently received an incredible amount of attention… (more)

Subjects/Keywords: Lifelong learning; Qualitative research; Language, Reading & Cualture; Contemplative education

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APA (6th Edition):

Waibel, A. K. (2015). Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/579084

Chicago Manual of Style (16th Edition):

Waibel, Alison Kathleen. “Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training .” 2015. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/579084.

MLA Handbook (7th Edition):

Waibel, Alison Kathleen. “Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training .” 2015. Web. 26 Apr 2019.

Vancouver:

Waibel AK. Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/579084.

Council of Science Editors:

Waibel AK. Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/579084


University of Arizona

5. Dimmett, Deborah Lynn. Sunlight Upon a Dark Sky - Haiti's Urban Poor Responds to Socio-Political and Socio-Cultural Conflicts: A Case Study of the Grande Ravine Community Human Rights Council .

Degree: 2010, University of Arizona

 This case study investigates the organizational characteristics of a Haitiangrassroots community human rights council (CHRC) that emerged as a response to threepolitically motivated massacres. The… (more)

Subjects/Keywords: Community; Grande Ravine; Haiti; Human Rights

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APA (6th Edition):

Dimmett, D. L. (2010). Sunlight Upon a Dark Sky - Haiti's Urban Poor Responds to Socio-Political and Socio-Cultural Conflicts: A Case Study of the Grande Ravine Community Human Rights Council . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195664

Chicago Manual of Style (16th Edition):

Dimmett, Deborah Lynn. “Sunlight Upon a Dark Sky - Haiti's Urban Poor Responds to Socio-Political and Socio-Cultural Conflicts: A Case Study of the Grande Ravine Community Human Rights Council .” 2010. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/195664.

MLA Handbook (7th Edition):

Dimmett, Deborah Lynn. “Sunlight Upon a Dark Sky - Haiti's Urban Poor Responds to Socio-Political and Socio-Cultural Conflicts: A Case Study of the Grande Ravine Community Human Rights Council .” 2010. Web. 26 Apr 2019.

Vancouver:

Dimmett DL. Sunlight Upon a Dark Sky - Haiti's Urban Poor Responds to Socio-Political and Socio-Cultural Conflicts: A Case Study of the Grande Ravine Community Human Rights Council . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/195664.

Council of Science Editors:

Dimmett DL. Sunlight Upon a Dark Sky - Haiti's Urban Poor Responds to Socio-Political and Socio-Cultural Conflicts: A Case Study of the Grande Ravine Community Human Rights Council . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195664


University of Arizona

6. Orton, Madelene Richardson. School-to-Work Reform in Action: Reflections from the Field .

Degree: 2011, University of Arizona

 The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business… (more)

Subjects/Keywords: Career Education; Educational Policy; Practitioner Research; School-Business Partnerships; School-to-Work Transition Education; Work-based Learning

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APA (6th Edition):

Orton, M. R. (2011). School-to-Work Reform in Action: Reflections from the Field . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145095

Chicago Manual of Style (16th Edition):

Orton, Madelene Richardson. “School-to-Work Reform in Action: Reflections from the Field .” 2011. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/145095.

MLA Handbook (7th Edition):

Orton, Madelene Richardson. “School-to-Work Reform in Action: Reflections from the Field .” 2011. Web. 26 Apr 2019.

Vancouver:

Orton MR. School-to-Work Reform in Action: Reflections from the Field . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/145095.

Council of Science Editors:

Orton MR. School-to-Work Reform in Action: Reflections from the Field . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145095


University of Arizona

7. Storie, Monique. All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam .

Degree: 2009, University of Arizona

 Grounded in Rosenblatt's transactional theory and Pacific literary theory, this qualitative case study looked at Chamorros teachers' responses to contemporary fiction books as a way… (more)

Subjects/Keywords: Children's Literature; Guam; Multicultural literature

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APA (6th Edition):

Storie, M. (2009). All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145709

Chicago Manual of Style (16th Edition):

Storie, Monique. “All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam .” 2009. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/145709.

MLA Handbook (7th Edition):

Storie, Monique. “All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam .” 2009. Web. 26 Apr 2019.

Vancouver:

Storie M. All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/145709.

Council of Science Editors:

Storie M. All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/145709


University of Arizona

8. Nichols, Edward Gerard. Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals .

Degree: 2009, University of Arizona

 This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue… (more)

Subjects/Keywords: Authority; Dialogue Journals; language acquisition; Multiage; Resistance; Writing instruction

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APA (6th Edition):

Nichols, E. G. (2009). Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194191

Chicago Manual of Style (16th Edition):

Nichols, Edward Gerard. “Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals .” 2009. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/194191.

MLA Handbook (7th Edition):

Nichols, Edward Gerard. “Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals .” 2009. Web. 26 Apr 2019.

Vancouver:

Nichols EG. Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/194191.

Council of Science Editors:

Nichols EG. Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194191


University of Arizona

9. Spitler, Ellen J. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions .

Degree: 2009, University of Arizona

 Adolescent literacy is currently viewed as in crisis. Moore (2002) argues that a focus on adolescent literate identity seems to be a key consideration when… (more)

Subjects/Keywords: content area literacy; literacy; secondary literacy; teacher education; teacher literacy identity; teacher professional development

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APA (6th Edition):

Spitler, E. J. (2009). Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194822

Chicago Manual of Style (16th Edition):

Spitler, Ellen J. “Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions .” 2009. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/194822.

MLA Handbook (7th Edition):

Spitler, Ellen J. “Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions .” 2009. Web. 26 Apr 2019.

Vancouver:

Spitler EJ. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/194822.

Council of Science Editors:

Spitler EJ. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194822


University of Arizona

10. Fahrenbruck, Mary LeAnn. Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) .

Degree: 2009, University of Arizona

 This study focuses on the patterns of similarities and differences found in second grade students' reading data taken from the Dynamic Indicators of Basic Early… (more)

Subjects/Keywords: DIBELS; Miscue Analysis; Reading; Second Grade; Study

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APA (6th Edition):

Fahrenbruck, M. L. (2009). Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195747

Chicago Manual of Style (16th Edition):

Fahrenbruck, Mary LeAnn. “Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) .” 2009. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/195747.

MLA Handbook (7th Edition):

Fahrenbruck, Mary LeAnn. “Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) .” 2009. Web. 26 Apr 2019.

Vancouver:

Fahrenbruck ML. Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/195747.

Council of Science Editors:

Fahrenbruck ML. Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195747


University of Arizona

11. Chang, Mi-Kyoung. A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books .

Degree: 2013, University of Arizona

 This study explores cultural representations and cultural adaptations made by translators in translated children's picture books. This study has two focuses. In the first part… (more)

Subjects/Keywords: critical content analysis; cultural studies; intercultural understanding; Korean; translation; Language, Reading & Culture; Children's Literature

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APA (6th Edition):

Chang, M. (2013). A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/301535

Chicago Manual of Style (16th Edition):

Chang, Mi-Kyoung. “A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books .” 2013. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/301535.

MLA Handbook (7th Edition):

Chang, Mi-Kyoung. “A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books .” 2013. Web. 26 Apr 2019.

Vancouver:

Chang M. A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/301535.

Council of Science Editors:

Chang M. A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/301535


University of Arizona

12. de Roock, Robert Santiago. Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology .

Degree: 2015, University of Arizona

 This dissertation focuses on minoritized youth digital literacy practice and participation, drawing on an 8-month video ethnography in a 6th grade language arts classroom with… (more)

Subjects/Keywords: Education; Ethnography; Literacy; Multimodality; Technology; Language, Reading & Culture; Anthropology

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APA (6th Edition):

de Roock, R. S. (2015). Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/578718

Chicago Manual of Style (16th Edition):

de Roock, Robert Santiago. “Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology .” 2015. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/578718.

MLA Handbook (7th Edition):

de Roock, Robert Santiago. “Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology .” 2015. Web. 26 Apr 2019.

Vancouver:

de Roock RS. Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/578718.

Council of Science Editors:

de Roock RS. Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/578718


University of Arizona

13. Allen, Kelly Lee. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .

Degree: 2016, University of Arizona

 College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers… (more)

Subjects/Keywords: literacy; literacy instruction; miscue analysis; perceptions of reading; reading attitudes and beliefs; Language, Reading & Culture; college readers

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APA (6th Edition):

Allen, K. L. (2016). Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/613346

Chicago Manual of Style (16th Edition):

Allen, Kelly Lee. “Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .” 2016. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/613346.

MLA Handbook (7th Edition):

Allen, Kelly Lee. “Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .” 2016. Web. 26 Apr 2019.

Vancouver:

Allen KL. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/613346.

Council of Science Editors:

Allen KL. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/613346


University of Arizona

14. Sugawara, Yosei. When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction .

Degree: 2013, University of Arizona

 This dissertation presents the findings of an on-line survey completed by 222 FYC (First Year Composition) instructors at universities and community colleges across the United… (more)

Subjects/Keywords: academic English; academic language; first year compostion; postsecondary education; writing instruction; Language, Reading & Culture; academic discourse

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APA (6th Edition):

Sugawara, Y. (2013). When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/311575

Chicago Manual of Style (16th Edition):

Sugawara, Yosei. “When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction .” 2013. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/311575.

MLA Handbook (7th Edition):

Sugawara, Yosei. “When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction .” 2013. Web. 26 Apr 2019.

Vancouver:

Sugawara Y. When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/311575.

Council of Science Editors:

Sugawara Y. When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/311575

15. Granados, Nadia Regina. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .

Degree: 2015, University of Arizona

 This research examines the bilingual and biliterate trajectories of graduates of a K-5 dual language immersion program who are now young adults. Their experiences as… (more)

Subjects/Keywords: Biliteracy; Dual Language Education; Language, Reading & Culture; Bilingualism

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APA (6th Edition):

Granados, N. R. (2015). Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/577356

Chicago Manual of Style (16th Edition):

Granados, Nadia Regina. “Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .” 2015. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/577356.

MLA Handbook (7th Edition):

Granados, Nadia Regina. “Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .” 2015. Web. 26 Apr 2019.

Vancouver:

Granados NR. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/577356.

Council of Science Editors:

Granados NR. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/577356

16. Chavez, Kathryn J. Creating and Recreating Theory, Praxis, and Professional Development .

Degree: 2016, University of Arizona

 This study investigated two questions: a) What is the relationship between reflection and professional development? and b) What is the role of reflection in teachers'… (more)

Subjects/Keywords: Practical Argument; Professional Development; Reflection; Reflective Language; Teacher Beliefs; Language, Reading & Culture; Instructional Decision-Making

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APA (6th Edition):

Chavez, K. J. (2016). Creating and Recreating Theory, Praxis, and Professional Development . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621118

Chicago Manual of Style (16th Edition):

Chavez, Kathryn J. “Creating and Recreating Theory, Praxis, and Professional Development .” 2016. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/621118.

MLA Handbook (7th Edition):

Chavez, Kathryn J. “Creating and Recreating Theory, Praxis, and Professional Development .” 2016. Web. 26 Apr 2019.

Vancouver:

Chavez KJ. Creating and Recreating Theory, Praxis, and Professional Development . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/621118.

Council of Science Editors:

Chavez KJ. Creating and Recreating Theory, Praxis, and Professional Development . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621118


University of Arizona

17. Mathis, Jannelle Brown, 1948-. Reader response theory in a seventh-grade language arts classroom .

Degree: 1991, University of Arizona

 A seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced… (more)

Subjects/Keywords: Education; Reading.

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APA (6th Edition):

Mathis, Jannelle Brown, 1. (1991). Reader response theory in a seventh-grade language arts classroom . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/277956

Chicago Manual of Style (16th Edition):

Mathis, Jannelle Brown, 1948-. “Reader response theory in a seventh-grade language arts classroom .” 1991. Masters Thesis, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/277956.

MLA Handbook (7th Edition):

Mathis, Jannelle Brown, 1948-. “Reader response theory in a seventh-grade language arts classroom .” 1991. Web. 26 Apr 2019.

Vancouver:

Mathis, Jannelle Brown 1. Reader response theory in a seventh-grade language arts classroom . [Internet] [Masters thesis]. University of Arizona; 1991. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/277956.

Council of Science Editors:

Mathis, Jannelle Brown 1. Reader response theory in a seventh-grade language arts classroom . [Masters Thesis]. University of Arizona; 1991. Available from: http://hdl.handle.net/10150/277956


University of Arizona

18. Emert, Stacie Cook, 1962-. Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies .

Degree: 1989, University of Arizona

 This study investigates and assesses the effects of the QARs (Questions Answer Relationships) strategy on sixth grade students using a literature program. QARs is a… (more)

Subjects/Keywords: Questioning.; Reading (Elementary)  – Arizona  – Language experience approach.

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APA (6th Edition):

Emert, Stacie Cook, 1. (1989). Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/291916

Chicago Manual of Style (16th Edition):

Emert, Stacie Cook, 1962-. “Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies .” 1989. Masters Thesis, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/291916.

MLA Handbook (7th Edition):

Emert, Stacie Cook, 1962-. “Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies .” 1989. Web. 26 Apr 2019.

Vancouver:

Emert, Stacie Cook 1. Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies . [Internet] [Masters thesis]. University of Arizona; 1989. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/291916.

Council of Science Editors:

Emert, Stacie Cook 1. Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies . [Masters Thesis]. University of Arizona; 1989. Available from: http://hdl.handle.net/10150/291916

19. Smith, Norman Edward. Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards .

Degree: 2012, University of Arizona

 In 2010 the Texas Education Agency adopted newly rewritten curriculum standards for the state's social studies courses K-12. The period leading up to the adoption… (more)

Subjects/Keywords: Religious Bias; Social Studies; Standards; Texas; Teaching & Teacher Education; Curriculum; Political Bias

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APA (6th Edition):

Smith, N. E. (2012). Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228172

Chicago Manual of Style (16th Edition):

Smith, Norman Edward. “Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards .” 2012. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/228172.

MLA Handbook (7th Edition):

Smith, Norman Edward. “Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards .” 2012. Web. 26 Apr 2019.

Vancouver:

Smith NE. Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/228172.

Council of Science Editors:

Smith NE. Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228172


University of Arizona

20. Walter, Eileen Louise. THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED.

Degree: 1987, University of Arizona

 The purpose of this study was to develop a system for describing the interactive nature of language during instructional discourse. The system was then used… (more)

Subjects/Keywords: Reading (Elementary); Discourse analysis.

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APA (6th Edition):

Walter, E. L. (1987). THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184191

Chicago Manual of Style (16th Edition):

Walter, Eileen Louise. “THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED. ” 1987. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/184191.

MLA Handbook (7th Edition):

Walter, Eileen Louise. “THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED. ” 1987. Web. 26 Apr 2019.

Vancouver:

Walter EL. THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED. [Internet] [Doctoral dissertation]. University of Arizona; 1987. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/184191.

Council of Science Editors:

Walter EL. THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED. [Doctoral Dissertation]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/184191


University of Arizona

21. Lohff, Elizabeth Ann, 1960-. The Literacy Assistance Project: A case study of an early intervention reading program .

Degree: 1997, University of Arizona

 This multiple-case study examines the Literacy Assistance Project, an early intervention reading program for "at-risk" students in the Tucson Unified School District. First, this study… (more)

Subjects/Keywords: Education, Bilingual and Multicultural.; Education, Elementary.; Education, Reading.

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APA (6th Edition):

Lohff, Elizabeth Ann, 1. (1997). The Literacy Assistance Project: A case study of an early intervention reading program . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288760

Chicago Manual of Style (16th Edition):

Lohff, Elizabeth Ann, 1960-. “The Literacy Assistance Project: A case study of an early intervention reading program .” 1997. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/288760.

MLA Handbook (7th Edition):

Lohff, Elizabeth Ann, 1960-. “The Literacy Assistance Project: A case study of an early intervention reading program .” 1997. Web. 26 Apr 2019.

Vancouver:

Lohff, Elizabeth Ann 1. The Literacy Assistance Project: A case study of an early intervention reading program . [Internet] [Doctoral dissertation]. University of Arizona; 1997. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/288760.

Council of Science Editors:

Lohff, Elizabeth Ann 1. The Literacy Assistance Project: A case study of an early intervention reading program . [Doctoral Dissertation]. University of Arizona; 1997. Available from: http://hdl.handle.net/10150/288760


University of Arizona

22. Prassas, Lea, 1960-. A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn .

Degree: 1997, University of Arizona

 The purpose of this study was to investigate the benefits of collaboration while cross-age students and teachers conducted research. The cross-age collaboration investigated ways that… (more)

Subjects/Keywords: Education, Language and Literature.; Education, Elementary.; Education, Reading.

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APA (6th Edition):

Prassas, Lea, 1. (1997). A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289644

Chicago Manual of Style (16th Edition):

Prassas, Lea, 1960-. “A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn .” 1997. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/289644.

MLA Handbook (7th Edition):

Prassas, Lea, 1960-. “A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn .” 1997. Web. 26 Apr 2019.

Vancouver:

Prassas, Lea 1. A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn . [Internet] [Doctoral dissertation]. University of Arizona; 1997. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/289644.

Council of Science Editors:

Prassas, Lea 1. A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn . [Doctoral Dissertation]. University of Arizona; 1997. Available from: http://hdl.handle.net/10150/289644


University of Arizona

23. Glover, John Allen. Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice .

Degree: 2002, University of Arizona

 This study examined the use of constructivist content-area literacy methods in a community college American History survey course. The study was based in a perspective… (more)

Subjects/Keywords: Education, Community College.; Education, Social Sciences.; Education, Higher.

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APA (6th Edition):

Glover, J. A. (2002). Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/280234

Chicago Manual of Style (16th Edition):

Glover, John Allen. “Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice .” 2002. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/280234.

MLA Handbook (7th Edition):

Glover, John Allen. “Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice .” 2002. Web. 26 Apr 2019.

Vancouver:

Glover JA. Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice . [Internet] [Doctoral dissertation]. University of Arizona; 2002. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/280234.

Council of Science Editors:

Glover JA. Dates, battles, and treaties, oh my! Expanding college students' personal historical understanding through constructivist teaching practice . [Doctoral Dissertation]. University of Arizona; 2002. Available from: http://hdl.handle.net/10150/280234


University of Arizona

24. Silver-Pacuilla, Heidi Vanessa. Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research .

Degree: 2003, University of Arizona

 Adult basic and literacy education (ABLE) is a unique social and educational site, a borderland where marginalized youth and adults can be found. This project… (more)

Subjects/Keywords: Education, Sociology of.; Education, Adult and Continuing.

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APA (6th Edition):

Silver-Pacuilla, H. V. (2003). Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/280449

Chicago Manual of Style (16th Edition):

Silver-Pacuilla, Heidi Vanessa. “Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research .” 2003. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/280449.

MLA Handbook (7th Edition):

Silver-Pacuilla, Heidi Vanessa. “Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research .” 2003. Web. 26 Apr 2019.

Vancouver:

Silver-Pacuilla HV. Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research . [Internet] [Doctoral dissertation]. University of Arizona; 2003. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/280449.

Council of Science Editors:

Silver-Pacuilla HV. Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research . [Doctoral Dissertation]. University of Arizona; 2003. Available from: http://hdl.handle.net/10150/280449


University of Arizona

25. Casey, Judith Kay. Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing .

Degree: 2001, University of Arizona

 ESOL (English for speakers of other languages) community college students enrolled in a required writing course were introduced to contrastive rhetoric to assist them in… (more)

Subjects/Keywords: Education, Community College.; Education, Language and Literature.; Education, Bilingual and Multicultural.; Language, Rhetoric and Composition.

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APA (6th Edition):

Casey, J. K. (2001). Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/279860

Chicago Manual of Style (16th Edition):

Casey, Judith Kay. “Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing .” 2001. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/279860.

MLA Handbook (7th Edition):

Casey, Judith Kay. “Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing .” 2001. Web. 26 Apr 2019.

Vancouver:

Casey JK. Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing . [Internet] [Doctoral dissertation]. University of Arizona; 2001. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/279860.

Council of Science Editors:

Casey JK. Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing . [Doctoral Dissertation]. University of Arizona; 2001. Available from: http://hdl.handle.net/10150/279860


University of Arizona

26. Miller, Susan Frances, 1962-. Vocabulary instruction: Teacher perceptions and classroom observations .

Degree: 1987, University of Arizona

 This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary… (more)

Subjects/Keywords: Vocabulary  – Study and teaching.

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APA (6th Edition):

Miller, Susan Frances, 1. (1987). Vocabulary instruction: Teacher perceptions and classroom observations . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/291918

Chicago Manual of Style (16th Edition):

Miller, Susan Frances, 1962-. “Vocabulary instruction: Teacher perceptions and classroom observations .” 1987. Masters Thesis, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/291918.

MLA Handbook (7th Edition):

Miller, Susan Frances, 1962-. “Vocabulary instruction: Teacher perceptions and classroom observations .” 1987. Web. 26 Apr 2019.

Vancouver:

Miller, Susan Frances 1. Vocabulary instruction: Teacher perceptions and classroom observations . [Internet] [Masters thesis]. University of Arizona; 1987. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/291918.

Council of Science Editors:

Miller, Susan Frances 1. Vocabulary instruction: Teacher perceptions and classroom observations . [Masters Thesis]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/291918


University of Arizona

27. Abdoulaye, Idriss. A study of teacher-student interactions during reading in one-to-one literacy tutoring sessions .

Degree: 2003, University of Arizona

 The purpose of this study was to observe and analyze teacher interactions when students read a text during one-to-one literacy tutoring sessions in order to… (more)

Subjects/Keywords: Education; Reading.

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APA (6th Edition):

Abdoulaye, I. (2003). A study of teacher-student interactions during reading in one-to-one literacy tutoring sessions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/280396

Chicago Manual of Style (16th Edition):

Abdoulaye, Idriss. “A study of teacher-student interactions during reading in one-to-one literacy tutoring sessions .” 2003. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/280396.

MLA Handbook (7th Edition):

Abdoulaye, Idriss. “A study of teacher-student interactions during reading in one-to-one literacy tutoring sessions .” 2003. Web. 26 Apr 2019.

Vancouver:

Abdoulaye I. A study of teacher-student interactions during reading in one-to-one literacy tutoring sessions . [Internet] [Doctoral dissertation]. University of Arizona; 2003. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/280396.

Council of Science Editors:

Abdoulaye I. A study of teacher-student interactions during reading in one-to-one literacy tutoring sessions . [Doctoral Dissertation]. University of Arizona; 2003. Available from: http://hdl.handle.net/10150/280396


University of Arizona

28. Oboler, Eileen Stolack. Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs.

Degree: 1993, University of Arizona

 These four case studies of Chapter One reading teachers describe how teachers change in their theoretical orientations, roles, and practice as they implement a new… (more)

Subjects/Keywords: Dissertations, Academic.; Reading.

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APA (6th Edition):

Oboler, E. S. (1993). Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/186494

Chicago Manual of Style (16th Edition):

Oboler, Eileen Stolack. “Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs. ” 1993. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/186494.

MLA Handbook (7th Edition):

Oboler, Eileen Stolack. “Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs. ” 1993. Web. 26 Apr 2019.

Vancouver:

Oboler ES. Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs. [Internet] [Doctoral dissertation]. University of Arizona; 1993. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/186494.

Council of Science Editors:

Oboler ES. Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs. [Doctoral Dissertation]. University of Arizona; 1993. Available from: http://hdl.handle.net/10150/186494


University of Arizona

29. McCain, Karri Williams. ORIGINAL AND ADAPTED TEXT: CHARACTERISTICS, SIMILARITIES, AND DIFFERENCES.

Degree: 1984, University of Arizona

 This study examines the characteristics of original and adapted story versions and compares these characteristics in order to identify similarities and differences between original and… (more)

Subjects/Keywords: Reading  – Aids and devices.; Developmental reading.

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APA (6th Edition):

McCain, K. W. (1984). ORIGINAL AND ADAPTED TEXT: CHARACTERISTICS, SIMILARITIES, AND DIFFERENCES. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187887

Chicago Manual of Style (16th Edition):

McCain, Karri Williams. “ORIGINAL AND ADAPTED TEXT: CHARACTERISTICS, SIMILARITIES, AND DIFFERENCES. ” 1984. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/187887.

MLA Handbook (7th Edition):

McCain, Karri Williams. “ORIGINAL AND ADAPTED TEXT: CHARACTERISTICS, SIMILARITIES, AND DIFFERENCES. ” 1984. Web. 26 Apr 2019.

Vancouver:

McCain KW. ORIGINAL AND ADAPTED TEXT: CHARACTERISTICS, SIMILARITIES, AND DIFFERENCES. [Internet] [Doctoral dissertation]. University of Arizona; 1984. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/187887.

Council of Science Editors:

McCain KW. ORIGINAL AND ADAPTED TEXT: CHARACTERISTICS, SIMILARITIES, AND DIFFERENCES. [Doctoral Dissertation]. University of Arizona; 1984. Available from: http://hdl.handle.net/10150/187887


University of Arizona

30. Olvera, Dianne Lynn. Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning.

Degree: 1994, University of Arizona

 The purpose of this study was to establish a staff development model that would assist teachers to: (1) develop a deeper understanding of their diverse… (more)

Subjects/Keywords: Dissertations, Academic.; Reading.; Teaching.

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APA (6th Edition):

Olvera, D. L. (1994). Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/186628

Chicago Manual of Style (16th Edition):

Olvera, Dianne Lynn. “Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning. ” 1994. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/186628.

MLA Handbook (7th Edition):

Olvera, Dianne Lynn. “Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning. ” 1994. Web. 26 Apr 2019.

Vancouver:

Olvera DL. Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning. [Internet] [Doctoral dissertation]. University of Arizona; 1994. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/186628.

Council of Science Editors:

Olvera DL. Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning. [Doctoral Dissertation]. University of Arizona; 1994. Available from: http://hdl.handle.net/10150/186628

[1] [2]

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