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You searched for +publisher:"University of Arkansas" +contributor:("Felicia Lincoln"). Showing records 1 – 24 of 24 total matches.

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University of Arkansas

1. Morina, Marigona. Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2016, University of Arkansas

  Many linguists have tried to answer when and how to teach grammar based on research, as well as whether to teach grammar at all.… (more)

Subjects/Keywords: Education; Grammar teaching; High school students' motivation; Kosovo; Public high schools; Second language methodologies; Teacher's beliefs and practices; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

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APA (6th Edition):

Morina, M. (2016). Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1620

Chicago Manual of Style (16th Edition):

Morina, Marigona. “Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo.” 2016. Masters Thesis, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/1620.

MLA Handbook (7th Edition):

Morina, Marigona. “Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo.” 2016. Web. 12 Nov 2019.

Vancouver:

Morina M. Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo. [Internet] [Masters thesis]. University of Arkansas; 2016. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/1620.

Council of Science Editors:

Morina M. Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo. [Masters Thesis]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1620


University of Arkansas

2. Kraichoke, Casey. Error Analysis: A Case Study on Non-Native English Speaking College Applicants’ Electronic Mail Communications.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2017, University of Arkansas

  The purpose of this study is to discover major writing problems international college applicants make when composing electronic communications by analyzing the nature and… (more)

Subjects/Keywords: Education; Efl/esl writing; Email; Error analysis; Non-native english speakers; Tesol; Writing errors; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition; Higher Education

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APA (6th Edition):

Kraichoke, C. (2017). Error Analysis: A Case Study on Non-Native English Speaking College Applicants’ Electronic Mail Communications. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1910

Chicago Manual of Style (16th Edition):

Kraichoke, Casey. “Error Analysis: A Case Study on Non-Native English Speaking College Applicants’ Electronic Mail Communications.” 2017. Masters Thesis, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/1910.

MLA Handbook (7th Edition):

Kraichoke, Casey. “Error Analysis: A Case Study on Non-Native English Speaking College Applicants’ Electronic Mail Communications.” 2017. Web. 12 Nov 2019.

Vancouver:

Kraichoke C. Error Analysis: A Case Study on Non-Native English Speaking College Applicants’ Electronic Mail Communications. [Internet] [Masters thesis]. University of Arkansas; 2017. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/1910.

Council of Science Editors:

Kraichoke C. Error Analysis: A Case Study on Non-Native English Speaking College Applicants’ Electronic Mail Communications. [Masters Thesis]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1910


University of Arkansas

3. Manuel, Paulo Hadi Ernesto. Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2018, University of Arkansas

  This paper examines whether there is an association between participation of the international African students at the University of Arkansas in extracurricular activities (ECAs)… (more)

Subjects/Keywords: Academic achievement; Extracurricular activities; Grade point average; International African students; Adult and Continuing Education; African Studies; Curriculum and Instruction

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APA (6th Edition):

Manuel, P. H. E. (2018). Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2679

Chicago Manual of Style (16th Edition):

Manuel, Paulo Hadi Ernesto. “Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes.” 2018. Masters Thesis, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/2679.

MLA Handbook (7th Edition):

Manuel, Paulo Hadi Ernesto. “Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes.” 2018. Web. 12 Nov 2019.

Vancouver:

Manuel PHE. Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/2679.

Council of Science Editors:

Manuel PHE. Participation of International African Students at the University of Arkansas in Extracurricular Activities and Their Academic Outcomes. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2679


University of Arkansas

4. Haji, Nawzar. The Perceptions of EFL Teachers About Their Pre-service Preparation in Iraqi-Kurdistan.

Degree: PhD, 2018, University of Arkansas

  The booming economy in Iraqi-Kurdistan during the last decade attracted hundreds of international companies to the region. The young Kurdish workforce seeks secure jobs… (more)

Subjects/Keywords: Coursework; English as a Foreign Language; Practicum; Student Teacher; Supervision; Teacher Education; Bilingual, Multilingual, and Multicultural Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Haji, N. (2018). The Perceptions of EFL Teachers About Their Pre-service Preparation in Iraqi-Kurdistan. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2687

Chicago Manual of Style (16th Edition):

Haji, Nawzar. “The Perceptions of EFL Teachers About Their Pre-service Preparation in Iraqi-Kurdistan.” 2018. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/2687.

MLA Handbook (7th Edition):

Haji, Nawzar. “The Perceptions of EFL Teachers About Their Pre-service Preparation in Iraqi-Kurdistan.” 2018. Web. 12 Nov 2019.

Vancouver:

Haji N. The Perceptions of EFL Teachers About Their Pre-service Preparation in Iraqi-Kurdistan. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/2687.

Council of Science Editors:

Haji N. The Perceptions of EFL Teachers About Their Pre-service Preparation in Iraqi-Kurdistan. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2687


University of Arkansas

5. Adams, Della Rae. An Empirical Study on Teachers' and Students' Perception of Project Based Learning.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2018, University of Arkansas

  This research focused on the perceptions of Project Based Learning in an English as a Foreign Language context in one private Guatemalan school. The… (more)

Subjects/Keywords: English as a Foreign Language; Guatemala; Project Based Learning; TESOL; Bilingual, Multilingual, and Multicultural Education; Secondary Education

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APA (6th Edition):

Adams, D. R. (2018). An Empirical Study on Teachers' and Students' Perception of Project Based Learning. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2764

Chicago Manual of Style (16th Edition):

Adams, Della Rae. “An Empirical Study on Teachers' and Students' Perception of Project Based Learning.” 2018. Masters Thesis, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/2764.

MLA Handbook (7th Edition):

Adams, Della Rae. “An Empirical Study on Teachers' and Students' Perception of Project Based Learning.” 2018. Web. 12 Nov 2019.

Vancouver:

Adams DR. An Empirical Study on Teachers' and Students' Perception of Project Based Learning. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/2764.

Council of Science Editors:

Adams DR. An Empirical Study on Teachers' and Students' Perception of Project Based Learning. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2764


University of Arkansas

6. Hwang, Se He. Students’ Perceptions about Gamified Methods in English as a Second Language Acquisition.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2018, University of Arkansas

  This qualitative research study will examine whether game-based learning is effective for helping to learn English as a second language (ESL) in the United… (more)

Subjects/Keywords: English as a second language; English language learners; Game-based Learning; Game play; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Hwang, S. H. (2018). Students’ Perceptions about Gamified Methods in English as a Second Language Acquisition. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2774

Chicago Manual of Style (16th Edition):

Hwang, Se He. “Students’ Perceptions about Gamified Methods in English as a Second Language Acquisition.” 2018. Masters Thesis, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/2774.

MLA Handbook (7th Edition):

Hwang, Se He. “Students’ Perceptions about Gamified Methods in English as a Second Language Acquisition.” 2018. Web. 12 Nov 2019.

Vancouver:

Hwang SH. Students’ Perceptions about Gamified Methods in English as a Second Language Acquisition. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/2774.

Council of Science Editors:

Hwang SH. Students’ Perceptions about Gamified Methods in English as a Second Language Acquisition. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2774


University of Arkansas

7. Gerner, Rachel Lynn. The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2018, University of Arkansas

  This case study evaluates the effectiveness of a project-based learning professional development training conducted at a literacy center for nine ESL teachers who are… (more)

Subjects/Keywords: Adult Education; Andragogy; Professional Development; Project-Based Learning; Teacher Training; Workforce Literacy; Adult and Continuing Education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Gerner, R. L. (2018). The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2797

Chicago Manual of Style (16th Edition):

Gerner, Rachel Lynn. “The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice.” 2018. Masters Thesis, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/2797.

MLA Handbook (7th Edition):

Gerner, Rachel Lynn. “The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice.” 2018. Web. 12 Nov 2019.

Vancouver:

Gerner RL. The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/2797.

Council of Science Editors:

Gerner RL. The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2797


University of Arkansas

8. Mazen, Ibrahim Mostafa Hassan. The Role of Writing Center Tutorials of ESL Students: Exploring Tutors, Tutees, and Instructors’ Perceptions.

Degree: PhD, 2018, University of Arkansas

  The purpose of this study was to investigate the role of the writing center tutorials. Based on the assumptions of the constructivist theory, this… (more)

Subjects/Keywords: English As A Second Language; Rhetoric And English Composition; Teaching English Writing; Tutoring ESL Students; Writing Center Pedagogy; Writing Center Stakeholders' Perceptions; Bilingual, Multilingual, and Multicultural Education; Rhetoric

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APA (6th Edition):

Mazen, I. M. H. (2018). The Role of Writing Center Tutorials of ESL Students: Exploring Tutors, Tutees, and Instructors’ Perceptions. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3079

Chicago Manual of Style (16th Edition):

Mazen, Ibrahim Mostafa Hassan. “The Role of Writing Center Tutorials of ESL Students: Exploring Tutors, Tutees, and Instructors’ Perceptions.” 2018. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/3079.

MLA Handbook (7th Edition):

Mazen, Ibrahim Mostafa Hassan. “The Role of Writing Center Tutorials of ESL Students: Exploring Tutors, Tutees, and Instructors’ Perceptions.” 2018. Web. 12 Nov 2019.

Vancouver:

Mazen IMH. The Role of Writing Center Tutorials of ESL Students: Exploring Tutors, Tutees, and Instructors’ Perceptions. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/3079.

Council of Science Editors:

Mazen IMH. The Role of Writing Center Tutorials of ESL Students: Exploring Tutors, Tutees, and Instructors’ Perceptions. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3079


University of Arkansas

9. García Mont, Aíxa. The Impact of Latino Growth on Educational Institutions in Northwest Arkansas from 1990- 2010: Two Decades of Change in Curriculum Design, Educational Resources and Services for Latino Students.

Degree: PhD, 2015, University of Arkansas

  With the changing demographics nationwide of Latinos moving from urban traditional settlements sites to non-traditional settlement sites such as Arkansas (Pew Hispanic Research Group,… (more)

Subjects/Keywords: Education; Educational language policy; Ethnography of education; Historical-textual methodology; Latinos en el nuevo south; Educational Assessment, Evaluation, and Research; Educational Sociology; Education Policy

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APA (6th Edition):

García Mont, A. (2015). The Impact of Latino Growth on Educational Institutions in Northwest Arkansas from 1990- 2010: Two Decades of Change in Curriculum Design, Educational Resources and Services for Latino Students. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1079

Chicago Manual of Style (16th Edition):

García Mont, Aíxa. “The Impact of Latino Growth on Educational Institutions in Northwest Arkansas from 1990- 2010: Two Decades of Change in Curriculum Design, Educational Resources and Services for Latino Students.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/1079.

MLA Handbook (7th Edition):

García Mont, Aíxa. “The Impact of Latino Growth on Educational Institutions in Northwest Arkansas from 1990- 2010: Two Decades of Change in Curriculum Design, Educational Resources and Services for Latino Students.” 2015. Web. 12 Nov 2019.

Vancouver:

García Mont A. The Impact of Latino Growth on Educational Institutions in Northwest Arkansas from 1990- 2010: Two Decades of Change in Curriculum Design, Educational Resources and Services for Latino Students. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/1079.

Council of Science Editors:

García Mont A. The Impact of Latino Growth on Educational Institutions in Northwest Arkansas from 1990- 2010: Two Decades of Change in Curriculum Design, Educational Resources and Services for Latino Students. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1079


University of Arkansas

10. Yu, Lu. Effects of Intervention on Self-Regulated Learning for Second Language Learners.

Degree: PhD, 2015, University of Arkansas

  The purposes of the study were to investigate the process of self-regulated learning and the effects of an intervention program on self-regulated learning designed… (more)

Subjects/Keywords: Education; Academic motivation; English as a second language; Language learning strategy; Second language proficiency; Self-regulated learning; Self regulation training; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Psychology

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APA (6th Edition):

Yu, L. (2015). Effects of Intervention on Self-Regulated Learning for Second Language Learners. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1229

Chicago Manual of Style (16th Edition):

Yu, Lu. “Effects of Intervention on Self-Regulated Learning for Second Language Learners.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/1229.

MLA Handbook (7th Edition):

Yu, Lu. “Effects of Intervention on Self-Regulated Learning for Second Language Learners.” 2015. Web. 12 Nov 2019.

Vancouver:

Yu L. Effects of Intervention on Self-Regulated Learning for Second Language Learners. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/1229.

Council of Science Editors:

Yu L. Effects of Intervention on Self-Regulated Learning for Second Language Learners. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1229


University of Arkansas

11. Freund, June Marie. Economic Literacy: Measuring the Economic Human Capital of Arkansas K-12 Teachers.

Degree: PhD, 2015, University of Arkansas

  Economic literacy is recognized as a deficit quality in the United States, no more prevalent than during the last great recession. It is paramount… (more)

Subjects/Keywords: Social sciences; Education; Economic human capital; Elementary education; Literacy; Secondary eeducation; Teacher preparation; Education Economics; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Freund, J. M. (2015). Economic Literacy: Measuring the Economic Human Capital of Arkansas K-12 Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1237

Chicago Manual of Style (16th Edition):

Freund, June Marie. “Economic Literacy: Measuring the Economic Human Capital of Arkansas K-12 Teachers.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/1237.

MLA Handbook (7th Edition):

Freund, June Marie. “Economic Literacy: Measuring the Economic Human Capital of Arkansas K-12 Teachers.” 2015. Web. 12 Nov 2019.

Vancouver:

Freund JM. Economic Literacy: Measuring the Economic Human Capital of Arkansas K-12 Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/1237.

Council of Science Editors:

Freund JM. Economic Literacy: Measuring the Economic Human Capital of Arkansas K-12 Teachers. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1237


University of Arkansas

12. Martindale, Rebecca Ann. The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use.

Degree: PhD, 2015, University of Arkansas

  iPads and tablets are the latest technological tools that schools are adopting for classroom use. Yet, according to the Teacher’s Use of Educational Technology… (more)

Subjects/Keywords: Education; Diffusion of innovations; Educational technology; Instructional technology; Ipads in classroom; Pre-service teacher; Teacher education; Instructional Media Design

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APA (6th Edition):

Martindale, R. A. (2015). The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1326

Chicago Manual of Style (16th Edition):

Martindale, Rebecca Ann. “The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/1326.

MLA Handbook (7th Edition):

Martindale, Rebecca Ann. “The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use.” 2015. Web. 12 Nov 2019.

Vancouver:

Martindale RA. The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/1326.

Council of Science Editors:

Martindale RA. The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1326


University of Arkansas

13. Hendrickson, Marian Elizabeth. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.

Degree: PhD, 2011, University of Arkansas

  This study used a mix-method approach to determine achievement gap in gender and ethnicity. Quantitative data was collected from the 2008-2009 Arkansas state Benchmark… (more)

Subjects/Keywords: Achievement; Assessment; Equity; Ethnicity gap; Gender gap; Middle school; Student perceptions; Curriculum and Instruction; Curriculum and Social Inquiry; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hendrickson, M. E. (2011). Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/72

Chicago Manual of Style (16th Edition):

Hendrickson, Marian Elizabeth. “Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.” 2011. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/72.

MLA Handbook (7th Edition):

Hendrickson, Marian Elizabeth. “Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.” 2011. Web. 12 Nov 2019.

Vancouver:

Hendrickson ME. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/72.

Council of Science Editors:

Hendrickson ME. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/72


University of Arkansas

14. Al-Amrani, Gamil Mohammed. Multiple Literacies, Fragmented Identities: Arab Students at American Universities.

Degree: PhD, 2011, University of Arkansas

  This dissertation is a combination of ethnography and case study which describes the Social and cultural context of literacy acquisition among Arab students at… (more)

Subjects/Keywords: Education; Arab students; Cultural literacy; English as a second language; Language acquisition; Literacy; Multiculturalism; Near Eastern Languages and Societies; Reading and Language; Rhetoric

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APA (6th Edition):

Al-Amrani, G. M. (2011). Multiple Literacies, Fragmented Identities: Arab Students at American Universities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/117

Chicago Manual of Style (16th Edition):

Al-Amrani, Gamil Mohammed. “Multiple Literacies, Fragmented Identities: Arab Students at American Universities.” 2011. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/117.

MLA Handbook (7th Edition):

Al-Amrani, Gamil Mohammed. “Multiple Literacies, Fragmented Identities: Arab Students at American Universities.” 2011. Web. 12 Nov 2019.

Vancouver:

Al-Amrani GM. Multiple Literacies, Fragmented Identities: Arab Students at American Universities. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/117.

Council of Science Editors:

Al-Amrani GM. Multiple Literacies, Fragmented Identities: Arab Students at American Universities. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/117


University of Arkansas

15. Sassin, John Elias. Disclosing an Invisible Disability During the Interview Process: A Qualitative Study.

Degree: PhD, 2011, University of Arkansas

  Rehabilitation professionals, persons with disabilities and employers were asked to participate in a focus group interview exploring the phenomena of disclosing invisible disabilities during… (more)

Subjects/Keywords: Attitudes; Disability; Disclosure; Employment; Ethics; Invisible disabilities; Rehabilitation; Counseling Psychology; Other Psychology

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APA (6th Edition):

Sassin, J. E. (2011). Disclosing an Invisible Disability During the Interview Process: A Qualitative Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/132

Chicago Manual of Style (16th Edition):

Sassin, John Elias. “Disclosing an Invisible Disability During the Interview Process: A Qualitative Study.” 2011. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/132.

MLA Handbook (7th Edition):

Sassin, John Elias. “Disclosing an Invisible Disability During the Interview Process: A Qualitative Study.” 2011. Web. 12 Nov 2019.

Vancouver:

Sassin JE. Disclosing an Invisible Disability During the Interview Process: A Qualitative Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/132.

Council of Science Editors:

Sassin JE. Disclosing an Invisible Disability During the Interview Process: A Qualitative Study. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/132


University of Arkansas

16. Alrehaly, Essa. Male Saudi Arabian Freshman Science Majors at Jazan University: Their Perceptions of Parental Educational Practices on Their Science Achievements.

Degree: PhD, 2012, University of Arkansas

  Examination of Saudi Arabian educational practices is scarce, but increasingly important, especially in light of the country's pace in worldwide mathematics and science rankings.… (more)

Subjects/Keywords: Education; Jazan University; Men; Parent involvement; Parental educational practices; Saudi Arabia; Science achievements; Science majors; Science and Mathematics Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Alrehaly, E. (2012). Male Saudi Arabian Freshman Science Majors at Jazan University: Their Perceptions of Parental Educational Practices on Their Science Achievements. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/287

Chicago Manual of Style (16th Edition):

Alrehaly, Essa. “Male Saudi Arabian Freshman Science Majors at Jazan University: Their Perceptions of Parental Educational Practices on Their Science Achievements.” 2012. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/287.

MLA Handbook (7th Edition):

Alrehaly, Essa. “Male Saudi Arabian Freshman Science Majors at Jazan University: Their Perceptions of Parental Educational Practices on Their Science Achievements.” 2012. Web. 12 Nov 2019.

Vancouver:

Alrehaly E. Male Saudi Arabian Freshman Science Majors at Jazan University: Their Perceptions of Parental Educational Practices on Their Science Achievements. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/287.

Council of Science Editors:

Alrehaly E. Male Saudi Arabian Freshman Science Majors at Jazan University: Their Perceptions of Parental Educational Practices on Their Science Achievements. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/287


University of Arkansas

17. Butler, Peter Shane. An Ethnographic Case Study of a Deaf Workforce Collective.

Degree: PhD, 2012, University of Arkansas

  This ethnographic study seeks to increase our understanding of the individual and shared experiences of five members of a Deaf United States Postal Service… (more)

Subjects/Keywords: Social sciences; Health and environmental sciences; Education; Deaf; Deaf culture; Deaf workforce; Ethnography; Rehabilitation; Educational Sociology; Medicine and Health

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APA (6th Edition):

Butler, P. S. (2012). An Ethnographic Case Study of a Deaf Workforce Collective. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/554

Chicago Manual of Style (16th Edition):

Butler, Peter Shane. “An Ethnographic Case Study of a Deaf Workforce Collective.” 2012. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/554.

MLA Handbook (7th Edition):

Butler, Peter Shane. “An Ethnographic Case Study of a Deaf Workforce Collective.” 2012. Web. 12 Nov 2019.

Vancouver:

Butler PS. An Ethnographic Case Study of a Deaf Workforce Collective. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/554.

Council of Science Editors:

Butler PS. An Ethnographic Case Study of a Deaf Workforce Collective. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/554


University of Arkansas

18. Adamson, Stephen Richard. Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks.

Degree: PhD, 2013, University of Arkansas

  Textbooks in all content areas have been criticized for the hidden curriculum that subtly teaches messages, which elevate some cultural groups while diminishing the… (more)

Subjects/Keywords: Education; Content analysis; Diversity; French as a foreign language; Illustrations; Textbooks; Bilingual, Multilingual, and Multicultural Education; French Linguistics; Secondary Education and Teaching

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APA (6th Edition):

Adamson, S. R. (2013). Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/680

Chicago Manual of Style (16th Edition):

Adamson, Stephen Richard. “Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/680.

MLA Handbook (7th Edition):

Adamson, Stephen Richard. “Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks.” 2013. Web. 12 Nov 2019.

Vancouver:

Adamson SR. Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/680.

Council of Science Editors:

Adamson SR. Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/680


University of Arkansas

19. Jackson, Jerri Cherita. Principal and Teacher Beliefs About Leadership Implications for Student Performance.

Degree: Doctor of Education in Educational Administration (EdD), Educational Administration (EdD), 2013, University of Arkansas

  The goal of this study was to examine whether the leadership style of principals affects teacher and student performance. The study includes an elementary,… (more)

Subjects/Keywords: Education; Collaboration; Leadership styles; Student performance; Teacher empowerment; Teacher motivation; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Jackson, J. C. (2013). Principal and Teacher Beliefs About Leadership Implications for Student Performance. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/694

Chicago Manual of Style (16th Edition):

Jackson, Jerri Cherita. “Principal and Teacher Beliefs About Leadership Implications for Student Performance.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/694.

MLA Handbook (7th Edition):

Jackson, Jerri Cherita. “Principal and Teacher Beliefs About Leadership Implications for Student Performance.” 2013. Web. 12 Nov 2019.

Vancouver:

Jackson JC. Principal and Teacher Beliefs About Leadership Implications for Student Performance. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/694.

Council of Science Editors:

Jackson JC. Principal and Teacher Beliefs About Leadership Implications for Student Performance. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/694


University of Arkansas

20. Klomjit, Suwanna. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.

Degree: PhD, 2013, University of Arkansas

  The purposes of this study were to study the effect of oral reading-to-self on adult English Language Learners' oral fluency and their perception toward… (more)

Subjects/Keywords: Education; Adult learners; English as a foreign language; English as a second language; English language learners; Oral fluency; Speaking skills; Bilingual, Multilingual, and Multicultural Education; Other English Language and Literature

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APA (6th Edition):

Klomjit, S. (2013). Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/806

Chicago Manual of Style (16th Edition):

Klomjit, Suwanna. “Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/806.

MLA Handbook (7th Edition):

Klomjit, Suwanna. “Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.” 2013. Web. 12 Nov 2019.

Vancouver:

Klomjit S. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/806.

Council of Science Editors:

Klomjit S. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/806


University of Arkansas

21. Habeeb, Kawthar M. Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?.

Degree: PhD, 2013, University of Arkansas

  The teaching of English as a foreign language has a promising outlook in the nation of Kuwait. Recent policy reflects language development theories that… (more)

Subjects/Keywords: Social sciences; Education; Foreign language; Kindergarten; Kuwaiti teachers; Teacher's attitudes; Teachers' perceptions; Bilingual, Multilingual, and Multicultural Education; Elementary Education and Teaching; Near and Middle Eastern Studies

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APA (6th Edition):

Habeeb, K. M. (2013). Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/836

Chicago Manual of Style (16th Edition):

Habeeb, Kawthar M. “Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/836.

MLA Handbook (7th Edition):

Habeeb, Kawthar M. “Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?.” 2013. Web. 12 Nov 2019.

Vancouver:

Habeeb KM. Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/836.

Council of Science Editors:

Habeeb KM. Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/836


University of Arkansas

22. Alzouwain, Hawraa Nafea Hameed. Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions.

Degree: PhD, 2019, University of Arkansas

  In this qualitative study, the researcher investigated four aspects of positioning used by teacher and ESL students in a mid-south state of the United… (more)

Subjects/Keywords: Language acquisition; Language Learners; Learning opportunities; Positioning Theory; Power; Social Interactions; sociocultural theory; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; First and Second Language Acquisition; Secondary Education; Secondary Education and Teaching

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APA (6th Edition):

Alzouwain, H. N. H. (2019). Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3143

Chicago Manual of Style (16th Edition):

Alzouwain, Hawraa Nafea Hameed. “Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions.” 2019. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/3143.

MLA Handbook (7th Edition):

Alzouwain, Hawraa Nafea Hameed. “Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions.” 2019. Web. 12 Nov 2019.

Vancouver:

Alzouwain HNH. Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/3143.

Council of Science Editors:

Alzouwain HNH. Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3143


University of Arkansas

23. Julien, Samantha Juncia. Teacher Diversity Issues among Hispanics and English Language Learners (ELLs): Perspectives of Administrators and Teachers in a Mid-South Town.

Degree: PhD, 2019, University of Arkansas

  Although the English Language Learner (ELL) student population is steadily increasing, the American teaching workforce remains mainly white and monolingual. This sector has yet… (more)

Subjects/Keywords: Education Policy; English Language Learners; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Education Policy

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APA (6th Edition):

Julien, S. J. (2019). Teacher Diversity Issues among Hispanics and English Language Learners (ELLs): Perspectives of Administrators and Teachers in a Mid-South Town. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3291

Chicago Manual of Style (16th Edition):

Julien, Samantha Juncia. “Teacher Diversity Issues among Hispanics and English Language Learners (ELLs): Perspectives of Administrators and Teachers in a Mid-South Town.” 2019. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/3291.

MLA Handbook (7th Edition):

Julien, Samantha Juncia. “Teacher Diversity Issues among Hispanics and English Language Learners (ELLs): Perspectives of Administrators and Teachers in a Mid-South Town.” 2019. Web. 12 Nov 2019.

Vancouver:

Julien SJ. Teacher Diversity Issues among Hispanics and English Language Learners (ELLs): Perspectives of Administrators and Teachers in a Mid-South Town. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/3291.

Council of Science Editors:

Julien SJ. Teacher Diversity Issues among Hispanics and English Language Learners (ELLs): Perspectives of Administrators and Teachers in a Mid-South Town. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3291


University of Arkansas

24. Quinn, Annie Laurie. Modes of Presentation in the Education of Secondary Students with Disabilities.

Degree: PhD, 2012, University of Arkansas

Abstract: bold Advisors/Committee Members: Thomas E C. Smith, Barbara C. Gartin, Felicia Lincoln.

Subjects/Keywords: Education; Disabilities; Listening; Reading; Self-contained; Special needs; Viewing; Curriculum and Instruction; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Quinn, A. L. (2012). Modes of Presentation in the Education of Secondary Students with Disabilities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/445

Chicago Manual of Style (16th Edition):

Quinn, Annie Laurie. “Modes of Presentation in the Education of Secondary Students with Disabilities.” 2012. Doctoral Dissertation, University of Arkansas. Accessed November 12, 2019. https://scholarworks.uark.edu/etd/445.

MLA Handbook (7th Edition):

Quinn, Annie Laurie. “Modes of Presentation in the Education of Secondary Students with Disabilities.” 2012. Web. 12 Nov 2019.

Vancouver:

Quinn AL. Modes of Presentation in the Education of Secondary Students with Disabilities. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Nov 12]. Available from: https://scholarworks.uark.edu/etd/445.

Council of Science Editors:

Quinn AL. Modes of Presentation in the Education of Secondary Students with Disabilities. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/445

.