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You searched for +publisher:"University of Arizona" +contributor:("Yaden, David B."). Showing records 1 – 9 of 9 total matches.

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University of Arizona

1. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

2. 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 20, 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. 20 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 20]. 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

3. Malgesini, Frank. An Ethnographic Approach to Literature: Reading Wildfell Hall in the L1 and L2 Classroom .

Degree: 2010, University of Arizona

 Though both literary critics and anthropologists have sometimes recognized converging aims and methods between ethnography and narrative fiction, few interpretive studies of fiction have been… (more)

Subjects/Keywords: Anne Bronte; ethnography of Communication; interaction ritual; L2 learners; reader response; Teaching Literature

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APA (6th Edition):

Malgesini, F. (2010). An Ethnographic Approach to Literature: Reading Wildfell Hall in the L1 and L2 Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193935

Chicago Manual of Style (16th Edition):

Malgesini, Frank. “An Ethnographic Approach to Literature: Reading Wildfell Hall in the L1 and L2 Classroom .” 2010. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/193935.

MLA Handbook (7th Edition):

Malgesini, Frank. “An Ethnographic Approach to Literature: Reading Wildfell Hall in the L1 and L2 Classroom .” 2010. Web. 20 Mar 2019.

Vancouver:

Malgesini F. An Ethnographic Approach to Literature: Reading Wildfell Hall in the L1 and L2 Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/193935.

Council of Science Editors:

Malgesini F. An Ethnographic Approach to Literature: Reading Wildfell Hall in the L1 and L2 Classroom . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193935


University of Arizona

4. 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 20, 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. 20 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 20]. 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

5. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

6. 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 20, 2019. http://hdl.handle.net/10150/332832.

MLA Handbook (7th Edition):

Huang, Ke. “Translating for Children: Cultural Translation Strategies and Reader Responses .” 2014. Web. 20 Mar 2019.

Vancouver:

Huang K. Translating for Children: Cultural Translation Strategies and Reader Responses . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Mar 20]. 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

7. 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 March 20, 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. 20 Mar 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 Mar 20]. 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


University of Arizona

8. 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 March 20, 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. 20 Mar 2019.

Vancouver:

Waibel AK. Living What the Heart Knows: Learners' Perspectives on Compassion Cultivation Training . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 20]. 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

9. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

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