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You searched for +publisher:"University of Arizona" +contributor:("Short, Kathy G."). Showing records 1 – 30 of 65 total matches.

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University of Arizona

1. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

2. Acevedo Aquino, Maria V. Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play .

Degree: 2015, University of Arizona

 Although early childhood educators have emphasized the importance of building curriculum from the children's life experiences in order to support their processes of making connections… (more)

Subjects/Keywords: Intercultural Understandings; Language, Reading & Culture; Inquiry and Play

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APA (6th Edition):

Acevedo Aquino, M. V. (2015). Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/565915

Chicago Manual of Style (16th Edition):

Acevedo Aquino, Maria V. “Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play .” 2015. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/565915.

MLA Handbook (7th Edition):

Acevedo Aquino, Maria V. “Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play .” 2015. Web. 16 Feb 2019.

Vancouver:

Acevedo Aquino MV. Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/565915.

Council of Science Editors:

Acevedo Aquino MV. Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/565915


University of Arizona

3. Trimble, Celeste Leigh Helen. Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy .

Degree: 2016, University of Arizona

 This qualitative multiple case study explores the intersection of young adult literature and adolescent memory narratives in an undergraduate course entitled Learning about Adolescence through… (more)

Subjects/Keywords: Adolescence; Narrative; Teacher Education; Young Adult Literature; Youth Studies; Language, Reading & Culture; Action Research

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APA (6th Edition):

Trimble, C. L. H. (2016). Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621019

Chicago Manual of Style (16th Edition):

Trimble, Celeste Leigh Helen. “Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy .” 2016. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/621019.

MLA Handbook (7th Edition):

Trimble, Celeste Leigh Helen. “Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy .” 2016. Web. 16 Feb 2019.

Vancouver:

Trimble CLH. Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/621019.

Council of Science Editors:

Trimble CLH. Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621019


University of Arizona

4. Huang, Ke. Translating for Children: Cultural Translation Strategies and Reader Responses .

Degree: 2014, University of Arizona

 This study explores the cultural dimension of translating children's and adolescent literature. Framed within the theories of cultural studies, translation studies, Baktinian dialogism, and reader… (more)

Subjects/Keywords: content analysis; cultural studies; reader responses; translation strategies; translation studies; Language, Reading & Culture; children's literature

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APA (6th Edition):

Huang, K. (2014). Translating for Children: Cultural Translation Strategies and Reader Responses . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/332832

Chicago Manual of Style (16th Edition):

Huang, Ke. “Translating for Children: Cultural Translation Strategies and Reader Responses .” 2014. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/332832.

MLA Handbook (7th Edition):

Huang, Ke. “Translating for Children: Cultural Translation Strategies and Reader Responses .” 2014. Web. 16 Feb 2019.

Vancouver:

Huang K. Translating for Children: Cultural Translation Strategies and Reader Responses . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/332832.

Council of Science Editors:

Huang K. Translating for Children: Cultural Translation Strategies and Reader Responses . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/332832


University of Arizona

5. Cueto, Desireé W. What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels .

Degree: 2015, University of Arizona

 This dissertation offered a close reading of African diaspora young adult novels, written by African American, Afro-Caribbean and black African women. The four novels selected… (more)

Subjects/Keywords: Diaspora; Young Adult; Language, Reading & Culture; African

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APA (6th Edition):

Cueto, D. W. (2015). What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/560808

Chicago Manual of Style (16th Edition):

Cueto, Desireé W. “What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels .” 2015. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/560808.

MLA Handbook (7th Edition):

Cueto, Desireé W. “What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels .” 2015. Web. 16 Feb 2019.

Vancouver:

Cueto DW. What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/560808.

Council of Science Editors:

Cueto DW. What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/560808


University of Arizona

6. González-Robles, Aura E. Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions .

Degree: 2011, University of Arizona

 This study, conducted in a third-grade classroom in Puerto Rico, analyzed the development of literature discussions, in which through dialogues with the teacher and each… (more)

Subjects/Keywords: Identity; Ideological Model; Literature Discussion; Puerto Rican; Language, Reading & Culture; Critical Literacy; Elementary classroom

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APA (6th Edition):

González-Robles, A. E. (2011). Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/225891

Chicago Manual of Style (16th Edition):

González-Robles, Aura E. “Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions .” 2011. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/225891.

MLA Handbook (7th Edition):

González-Robles, Aura E. “Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions .” 2011. Web. 16 Feb 2019.

Vancouver:

González-Robles AE. Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/225891.

Council of Science Editors:

González-Robles AE. Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/225891


University of Arizona

7. Davis, Luis Carlos. Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text .

Degree: 2016, University of Arizona

 Máscara is an analysis of an existing film about sicarios, hit men who have been part of organized crime in Mexico. Máscara and it is… (more)

Subjects/Keywords: Davis; film; hitmen; Luis; Máscara; Language, Reading & Culture; Carlos

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APA (6th Edition):

Davis, L. C. (2016). Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612430

Chicago Manual of Style (16th Edition):

Davis, Luis Carlos. “Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text .” 2016. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/612430.

MLA Handbook (7th Edition):

Davis, Luis Carlos. “Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text .” 2016. Web. 16 Feb 2019.

Vancouver:

Davis LC. Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/612430.

Council of Science Editors:

Davis LC. Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612430


University of Arizona

8. Vance, Emily Diane. Class Meetings: Teachers and Young Children Co-Constructing Problem Solving .

Degree: 2009, University of Arizona

 Class Meetings with a teacher and group of young children (ages 3-5) provide a forum for creative group problem solving, both establishing a community of… (more)

Subjects/Keywords: co-construction; critical thinking; oral language development; Problem solving

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APA (6th Edition):

Vance, E. D. (2009). Class Meetings: Teachers and Young Children Co-Constructing Problem Solving . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195029

Chicago Manual of Style (16th Edition):

Vance, Emily Diane. “Class Meetings: Teachers and Young Children Co-Constructing Problem Solving .” 2009. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/195029.

MLA Handbook (7th Edition):

Vance, Emily Diane. “Class Meetings: Teachers and Young Children Co-Constructing Problem Solving .” 2009. Web. 16 Feb 2019.

Vancouver:

Vance ED. Class Meetings: Teachers and Young Children Co-Constructing Problem Solving . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/195029.

Council of Science Editors:

Vance ED. Class Meetings: Teachers and Young Children Co-Constructing Problem Solving . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195029


University of Arizona

9. Quinones, Anna Maria. Latino Families and Parental Involvement: A Case Study of Home Literature Conversations in a Primary Bilingual Classroom .

Degree: 2009, University of Arizona

 This dissertation study describes and interprets the dialogue between Latino parents and their children during home literature conversations. The participating students were enrolled in my… (more)

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APA (6th Edition):

Quinones, A. M. (2009). Latino Families and Parental Involvement: A Case Study of Home Literature Conversations in a Primary Bilingual Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194392

Chicago Manual of Style (16th Edition):

Quinones, Anna Maria. “Latino Families and Parental Involvement: A Case Study of Home Literature Conversations in a Primary Bilingual Classroom .” 2009. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/194392.

MLA Handbook (7th Edition):

Quinones, Anna Maria. “Latino Families and Parental Involvement: A Case Study of Home Literature Conversations in a Primary Bilingual Classroom .” 2009. Web. 16 Feb 2019.

Vancouver:

Quinones AM. Latino Families and Parental Involvement: A Case Study of Home Literature Conversations in a Primary Bilingual Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/194392.

Council of Science Editors:

Quinones AM. Latino Families and Parental Involvement: A Case Study of Home Literature Conversations in a Primary Bilingual Classroom . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194392


University of Arizona

10. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

11. Jimenez, Alicia Cruz. Designing a Culturally Relevant Curriculum for Immigrant Mexican American Fifth-Grade Students .

Degree: 2009, University of Arizona

 The purpose of this study was to design a culturally relevant curriculum that could be used with English language learning, Mexican American, immigrant, fifth grade… (more)

Subjects/Keywords: Culture; Curriculum; Education; History; Literature; Mexican American

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APA (6th Edition):

Jimenez, A. C. (2009). Designing a Culturally Relevant Curriculum for Immigrant Mexican American Fifth-Grade Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193564

Chicago Manual of Style (16th Edition):

Jimenez, Alicia Cruz. “Designing a Culturally Relevant Curriculum for Immigrant Mexican American Fifth-Grade Students .” 2009. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/193564.

MLA Handbook (7th Edition):

Jimenez, Alicia Cruz. “Designing a Culturally Relevant Curriculum for Immigrant Mexican American Fifth-Grade Students .” 2009. Web. 16 Feb 2019.

Vancouver:

Jimenez AC. Designing a Culturally Relevant Curriculum for Immigrant Mexican American Fifth-Grade Students . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/193564.

Council of Science Editors:

Jimenez AC. Designing a Culturally Relevant Curriculum for Immigrant Mexican American Fifth-Grade Students . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/193564


University of Arizona

12. Kim, Misun. Adult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 English .

Degree: 2010, University of Arizona

 This research study explore: (a) beliefs Korean ESL readers have about reading in L1 and L2 prior to the Retrospective Miscue Analysis (RMA) sessions, (b)… (more)

Subjects/Keywords: ESL; Korean; miscue; reading education; retrospective miscue analysis

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APA (6th Edition):

Kim, M. (2010). Adult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 English . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193672

Chicago Manual of Style (16th Edition):

Kim, Misun. “Adult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 English .” 2010. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/193672.

MLA Handbook (7th Edition):

Kim, Misun. “Adult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 English .” 2010. Web. 16 Feb 2019.

Vancouver:

Kim M. Adult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 English . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/193672.

Council of Science Editors:

Kim M. Adult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 English . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193672


University of Arizona

13. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

14. 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 February 16, 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. 16 Feb 2019.

Vancouver:

Spitler EJ. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 16]. 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

15. Wilson, Melissa Beth. Constructions of Childhood Found in Award-winning Children's Literature .

Degree: 2009, University of Arizona

 This study explores the connections between childhood and children's literature. In this connection there is an inherent tension between writing and reading "real" childhood, as… (more)

Subjects/Keywords: Buber; Critical Children's Literature Studies; Meta-Plot; Parrhesia; Postmodern Child; Postmodern Childhood Studies

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APA (6th Edition):

Wilson, M. B. (2009). Constructions of Childhood Found in Award-winning Children's Literature . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195174

Chicago Manual of Style (16th Edition):

Wilson, Melissa Beth. “Constructions of Childhood Found in Award-winning Children's Literature .” 2009. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/195174.

MLA Handbook (7th Edition):

Wilson, Melissa Beth. “Constructions of Childhood Found in Award-winning Children's Literature .” 2009. Web. 16 Feb 2019.

Vancouver:

Wilson MB. Constructions of Childhood Found in Award-winning Children's Literature . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/195174.

Council of Science Editors:

Wilson MB. Constructions of Childhood Found in Award-winning Children's Literature . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195174


University of Arizona

16. Castrodad Rodriguez, Patricia M. Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles .

Degree: 2010, University of Arizona

 This study examines the racial discourses of six and seven year old Puerto Rican children participating in small group literature circles over one academic year.… (more)

Subjects/Keywords: Children's literature; Critical Discourse Analysis

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APA (6th Edition):

Castrodad Rodriguez, P. M. (2010). Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195418

Chicago Manual of Style (16th Edition):

Castrodad Rodriguez, Patricia M. “Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles .” 2010. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/195418.

MLA Handbook (7th Edition):

Castrodad Rodriguez, Patricia M. “Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles .” 2010. Web. 16 Feb 2019.

Vancouver:

Castrodad Rodriguez PM. Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/195418.

Council of Science Editors:

Castrodad Rodriguez PM. Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195418


University of Arizona

17. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

18. Hoffman, Angeline Pearl. Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text .

Degree: 2010, University of Arizona

 AbstractThe purpose of this study is to examine textual features in Native American children's literature and Native children's responses to these textual features. Culturally authentic… (more)

Subjects/Keywords: Authentic; Matter; Native American; Responses; Stories; Text

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APA (6th Edition):

Hoffman, A. P. (2010). Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/196078

Chicago Manual of Style (16th Edition):

Hoffman, Angeline Pearl. “Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text .” 2010. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/196078.

MLA Handbook (7th Edition):

Hoffman, Angeline Pearl. “Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text .” 2010. Web. 16 Feb 2019.

Vancouver:

Hoffman AP. Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/196078.

Council of Science Editors:

Hoffman AP. Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/196078


University of Arizona

19. Álvarez Valencia, José Aldemar. Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu .

Degree: 2014, University of Arizona

 Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for… (more)

Subjects/Keywords: Busuu; CALL; CMC; Foreign language learning; Second language acquisition; Social Networking Sites

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APA (6th Edition):

Álvarez Valencia, J. A. (2014). Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/316461

Chicago Manual of Style (16th Edition):

Álvarez Valencia, José Aldemar. “Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu .” 2014. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/316461.

MLA Handbook (7th Edition):

Álvarez Valencia, José Aldemar. “Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu .” 2014. Web. 16 Feb 2019.

Vancouver:

Álvarez Valencia JA. Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/316461.

Council of Science Editors:

Álvarez Valencia JA. Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/316461


University of Arizona

20. 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 February 16, 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. 16 Feb 2019.

Vancouver:

Bacon HR. Constructing Literacy Identities Within Communities: Women's Stories of Transformation . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Feb 16]. 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

21. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

22. Robbins, Sheri. Translating Theoretical Principles to Classroom Practice .

Degree: 2017, University of Arizona

 This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine… (more)

Subjects/Keywords: first year teachers; teacher candidates; teacher preparation; translation

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APA (6th Edition):

Robbins, S. (2017). Translating Theoretical Principles to Classroom Practice . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625843

Chicago Manual of Style (16th Edition):

Robbins, Sheri. “Translating Theoretical Principles to Classroom Practice .” 2017. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/625843.

MLA Handbook (7th Edition):

Robbins, Sheri. “Translating Theoretical Principles to Classroom Practice .” 2017. Web. 16 Feb 2019.

Vancouver:

Robbins S. Translating Theoretical Principles to Classroom Practice . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/625843.

Council of Science Editors:

Robbins S. Translating Theoretical Principles to Classroom Practice . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625843

23. Brown, Gilbert. Diné T'áá Bi At'éego, Wholeness as a Well-Directed Person: Navajo Narratives that Revisit the Work of Kenneth Begishe .

Degree: 2013, University of Arizona

 This grounded theory qualitative study explores conceptualizations of Diné T'áá Bi At'éego, "a well-directed person," held by eighteen Diné people, ranging in age from their… (more)

Subjects/Keywords: Diné T'áá Bi At'éego; Indigenous; Narrative; Navajo; Ontology; Language, Reading & Culture; Culture Based Education

…University of New Mexico, Navajo Community College (Diné College) and the University of… …Arizona. He has taught Navajo literacy, Navajo language and culture, and Navajo ethnographic… 

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APA (6th Edition):

Brown, G. (2013). Diné T'áá Bi At'éego, Wholeness as a Well-Directed Person: Navajo Narratives that Revisit the Work of Kenneth Begishe . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/272835

Chicago Manual of Style (16th Edition):

Brown, Gilbert. “Diné T'áá Bi At'éego, Wholeness as a Well-Directed Person: Navajo Narratives that Revisit the Work of Kenneth Begishe .” 2013. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/272835.

MLA Handbook (7th Edition):

Brown, Gilbert. “Diné T'áá Bi At'éego, Wholeness as a Well-Directed Person: Navajo Narratives that Revisit the Work of Kenneth Begishe .” 2013. Web. 16 Feb 2019.

Vancouver:

Brown G. Diné T'áá Bi At'éego, Wholeness as a Well-Directed Person: Navajo Narratives that Revisit the Work of Kenneth Begishe . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/272835.

Council of Science Editors:

Brown G. Diné T'áá Bi At'éego, Wholeness as a Well-Directed Person: Navajo Narratives that Revisit the Work of Kenneth Begishe . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/272835

24. Flint, Tori K. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom .

Degree: 2016, University of Arizona

 Play in the school setting is a highly contested issue in today's restrictive academic environment. Although many early childhood educators advocate the use of play… (more)

Subjects/Keywords: exploration; language; play; reader response; sociocultural resources; Language, Reading & Culture; early literacy

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APA (6th Edition):

Flint, T. K. (2016). Responsive Play: Exploring Play as Reader Response in a First Grade Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612808

Chicago Manual of Style (16th Edition):

Flint, Tori K. “Responsive Play: Exploring Play as Reader Response in a First Grade Classroom .” 2016. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/612808.

MLA Handbook (7th Edition):

Flint, Tori K. “Responsive Play: Exploring Play as Reader Response in a First Grade Classroom .” 2016. Web. 16 Feb 2019.

Vancouver:

Flint TK. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/612808.

Council of Science Editors:

Flint TK. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612808

25. Corapi, Susan. Exploring Intercultural Understanding through Global Children's Literature and Educator Study Groups .

Degree: 2014, University of Arizona

 Engagement with global children's literature is an effective way to introduce multiple perspectives into the classroom dialogue. Yet teachers are often unfamiliar with ways of… (more)

Subjects/Keywords: classroom dialogue; educator study groups; global literature; inquiry based learning; intercultural understanding; Language, Reading & Culture; children's literature

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APA (6th Edition):

Corapi, S. (2014). Exploring Intercultural Understanding through Global Children's Literature and Educator Study Groups . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/333016

Chicago Manual of Style (16th Edition):

Corapi, Susan. “Exploring Intercultural Understanding through Global Children's Literature and Educator Study Groups .” 2014. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/333016.

MLA Handbook (7th Edition):

Corapi, Susan. “Exploring Intercultural Understanding through Global Children's Literature and Educator Study Groups .” 2014. Web. 16 Feb 2019.

Vancouver:

Corapi S. Exploring Intercultural Understanding through Global Children's Literature and Educator Study Groups . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/333016.

Council of Science Editors:

Corapi S. Exploring Intercultural Understanding through Global Children's Literature and Educator Study Groups . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/333016

26. Sakoi, Junko. The Responses of Fifth Graders to Japanese Pictorial Texts .

Degree: 2015, University of Arizona

 This study explores the responses of twelve fifth graders to Japanese pictorial texts - manga (Japanese comics), anime (Japanese animations), kamishibai (Japanese traditional visual storytelling),… (more)

Subjects/Keywords: Japanese popular culture; Manga; Multimodality; New Literacy Studies; Reader Response; Language, Reading & Culture; Anime

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APA (6th Edition):

Sakoi, J. (2015). The Responses of Fifth Graders to Japanese Pictorial Texts . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556238

Chicago Manual of Style (16th Edition):

Sakoi, Junko. “The Responses of Fifth Graders to Japanese Pictorial Texts .” 2015. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/556238.

MLA Handbook (7th Edition):

Sakoi, Junko. “The Responses of Fifth Graders to Japanese Pictorial Texts .” 2015. Web. 16 Feb 2019.

Vancouver:

Sakoi J. The Responses of Fifth Graders to Japanese Pictorial Texts . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/556238.

Council of Science Editors:

Sakoi J. The Responses of Fifth Graders to Japanese Pictorial Texts . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556238

27. Kleker, Dorea. What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts .

Degree: 2013, University of Arizona

 Cross-border programs are often cited as having transformative effects on educators, claiming increased cultural awareness, intercultural understanding and culturally responsive practices. However, these shifts are… (more)

Subjects/Keywords: Inquiry Groups; Mexican Immigrant; Narrative; Parent-Teacher Relationships; Language, Reading & Culture; Cross-Border; Dialogue

…graduate school at the University of Arizona. The Center for… 

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APA (6th Edition):

Kleker, D. (2013). What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/268536

Chicago Manual of Style (16th Edition):

Kleker, Dorea. “What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts .” 2013. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/268536.

MLA Handbook (7th Edition):

Kleker, Dorea. “What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts .” 2013. Web. 16 Feb 2019.

Vancouver:

Kleker D. What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/268536.

Council of Science Editors:

Kleker D. What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/268536


University of Arizona

28. Grutzik, Cynthia, 1961-. Teachers' beliefs about learning .

Degree: 1992, University of Arizona

 This is a study of six elementary school teachers' personal constructs about learning. I used ethnographic methods to interview each teacher twice. The questions guiding… (more)

Subjects/Keywords: Education, Teacher Training.; Education, Philosophy of.

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APA (6th Edition):

Grutzik, Cynthia, 1. (1992). Teachers' beliefs about learning . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/291861

Chicago Manual of Style (16th Edition):

Grutzik, Cynthia, 1961-. “Teachers' beliefs about learning .” 1992. Masters Thesis, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/291861.

MLA Handbook (7th Edition):

Grutzik, Cynthia, 1961-. “Teachers' beliefs about learning .” 1992. Web. 16 Feb 2019.

Vancouver:

Grutzik, Cynthia 1. Teachers' beliefs about learning . [Internet] [Masters thesis]. University of Arizona; 1992. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/291861.

Council of Science Editors:

Grutzik, Cynthia 1. Teachers' beliefs about learning . [Masters Thesis]. University of Arizona; 1992. Available from: http://hdl.handle.net/10150/291861


University of Arizona

29. Laird, Julie Anne, 1965-. Young children's explorations of written language during free choice .

Degree: 1998, University of Arizona

 The purpose of this study was to examine my belief that allowing young children time for free choice engagements and play is not only appropriate… (more)

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

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APA (6th Edition):

Laird, Julie Anne, 1. (1998). Young children's explorations of written language during free choice . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/282832

Chicago Manual of Style (16th Edition):

Laird, Julie Anne, 1965-. “Young children's explorations of written language during free choice .” 1998. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/282832.

MLA Handbook (7th Edition):

Laird, Julie Anne, 1965-. “Young children's explorations of written language during free choice .” 1998. Web. 16 Feb 2019.

Vancouver:

Laird, Julie Anne 1. Young children's explorations of written language during free choice . [Internet] [Doctoral dissertation]. University of Arizona; 1998. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/282832.

Council of Science Editors:

Laird, Julie Anne 1. Young children's explorations of written language during free choice . [Doctoral Dissertation]. University of Arizona; 1998. Available from: http://hdl.handle.net/10150/282832


University of Arizona

30. Phillips, LaFon Louise. Pathways to understanding: Children with hearing loss respond to literature through language, drama and art .

Degree: 1999, University of Arizona

 This longitudinal, nine-semester, teacher research investigation focuses upon young, hearing-impaired students' responses to literature through the sign systems of Language, drama and art. Theories underlying… (more)

Subjects/Keywords: Education, Art.; Education, Language and Literature.; Education, Special.

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APA (6th Edition):

Phillips, L. L. (1999). Pathways to understanding: Children with hearing loss respond to literature through language, drama and art . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/284030

Chicago Manual of Style (16th Edition):

Phillips, LaFon Louise. “Pathways to understanding: Children with hearing loss respond to literature through language, drama and art .” 1999. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/284030.

MLA Handbook (7th Edition):

Phillips, LaFon Louise. “Pathways to understanding: Children with hearing loss respond to literature through language, drama and art .” 1999. Web. 16 Feb 2019.

Vancouver:

Phillips LL. Pathways to understanding: Children with hearing loss respond to literature through language, drama and art . [Internet] [Doctoral dissertation]. University of Arizona; 1999. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/284030.

Council of Science Editors:

Phillips LL. Pathways to understanding: Children with hearing loss respond to literature through language, drama and art . [Doctoral Dissertation]. University of Arizona; 1999. Available from: http://hdl.handle.net/10150/284030

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