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Dates: 2010 – 2014

You searched for +publisher:"University of Arizona" +contributor:("Short, Kathy G."). Showing records 1 – 11 of 11 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 March 22, 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. 22 Mar 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 Mar 22]. 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. 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 March 22, 2019. http://hdl.handle.net/10150/332832.

MLA Handbook (7th Edition):

Huang, Ke. “Translating for Children: Cultural Translation Strategies and Reader Responses .” 2014. Web. 22 Mar 2019.

Vancouver:

Huang K. Translating for Children: Cultural Translation Strategies and Reader Responses . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Mar 22]. 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

3. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

4. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

5. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

6. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

7. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

8. 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 March 22, 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. 22 Mar 2019.

Vancouver:

Bacon HR. Constructing Literacy Identities Within Communities: Women's Stories of Transformation . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Mar 22]. 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

9. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

10. 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 March 22, 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. 22 Mar 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 Mar 22]. 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

11. 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… 

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

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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 March 22, 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. 22 Mar 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 Mar 22]. 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

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