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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("DeNicolo, Christina P."). Showing records 1 – 14 of 14 total matches.

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University of Illinois – Urbana-Champaign

1. Negron, David A. Bilingual education: selected principals' experiences with programs at their schools.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL… (more)

Subjects/Keywords: Bilingual; Education; Principals

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APA (6th Edition):

Negron, D. A. (2015). Bilingual education: selected principals' experiences with programs at their schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/87993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Web. 19 Sep 2019.

Vancouver:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/87993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

2. Pyon, Heekyong T. The life stories of 1.5 generation Korean American immigrant adolescents: examining their English learning and social experiences in school.

Degree: PhD, 0220, 2010, University of Illinois – Urbana-Champaign

 The lives of 1.5 generation Korean American immigrant adolescents are often misunderstood as they are viewed as successful, well adjusting, model students, while in reality… (more)

Subjects/Keywords: 1.5 generation Korean American students; Immigrant adolescents; Asian American students; Bilingual education and policy; Life history interview

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APA (6th Edition):

Pyon, H. T. (2010). The life stories of 1.5 generation Korean American immigrant adolescents: examining their English learning and social experiences in school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15526

Chicago Manual of Style (16th Edition):

Pyon, Heekyong T. “The life stories of 1.5 generation Korean American immigrant adolescents: examining their English learning and social experiences in school.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/15526.

MLA Handbook (7th Edition):

Pyon, Heekyong T. “The life stories of 1.5 generation Korean American immigrant adolescents: examining their English learning and social experiences in school.” 2010. Web. 19 Sep 2019.

Vancouver:

Pyon HT. The life stories of 1.5 generation Korean American immigrant adolescents: examining their English learning and social experiences in school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/15526.

Council of Science Editors:

Pyon HT. The life stories of 1.5 generation Korean American immigrant adolescents: examining their English learning and social experiences in school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15526


University of Illinois – Urbana-Champaign

3. Yambi, Josephine. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.

Degree: PhD, 0095, 2010, University of Illinois – Urbana-Champaign

 This qualitative study investigates the bilingual and biliteracy (Swahili-English) development of two elementary and three middle school Kenyan children across home and school contexts in… (more)

Subjects/Keywords: bilingual children; bilingual and biliteracy development; language loss

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APA (6th Edition):

Yambi, J. (2010). Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16116

Chicago Manual of Style (16th Edition):

Yambi, Josephine. “Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/16116.

MLA Handbook (7th Edition):

Yambi, Josephine. “Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.” 2010. Web. 19 Sep 2019.

Vancouver:

Yambi J. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/16116.

Council of Science Editors:

Yambi J. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16116


University of Illinois – Urbana-Champaign

4. Ro, Yeon Sun. Navigating a bilingual/biliterate childhood: a longitudinal study of three second-generation young learners in the U.S.

Degree: PhD, 0095, 2010, University of Illinois – Urbana-Champaign

 This qualitative ethnographic inquiry examines the longitudinal journey of three Asian-American young learners in becoming bilingual/biliterate. With a view of language and literacy acquisition and… (more)

Subjects/Keywords: bilingual/biliteracy education; language and literacy; identity transformation or negotiation

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APA (6th Edition):

Ro, Y. S. (2010). Navigating a bilingual/biliterate childhood: a longitudinal study of three second-generation young learners in the U.S. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16271

Chicago Manual of Style (16th Edition):

Ro, Yeon Sun. “Navigating a bilingual/biliterate childhood: a longitudinal study of three second-generation young learners in the U.S.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/16271.

MLA Handbook (7th Edition):

Ro, Yeon Sun. “Navigating a bilingual/biliterate childhood: a longitudinal study of three second-generation young learners in the U.S.” 2010. Web. 19 Sep 2019.

Vancouver:

Ro YS. Navigating a bilingual/biliterate childhood: a longitudinal study of three second-generation young learners in the U.S. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/16271.

Council of Science Editors:

Ro YS. Navigating a bilingual/biliterate childhood: a longitudinal study of three second-generation young learners in the U.S. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16271

5. Romero, Gabriela. Voices within sitios y lenguas: a bilingual elementary context.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 Latina/o students are the largest minority population in U.S. schools (Gándara, 2010), yet are provided limited opportunities to draw on their linguistic and cultural repertoires… (more)

Subjects/Keywords: Bilingual Education; Chicana Feminist Theories

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APA (6th Edition):

Romero, G. (2016). Voices within sitios y lenguas: a bilingual elementary context. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90572

Chicago Manual of Style (16th Edition):

Romero, Gabriela. “Voices within sitios y lenguas: a bilingual elementary context.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/90572.

MLA Handbook (7th Edition):

Romero, Gabriela. “Voices within sitios y lenguas: a bilingual elementary context.” 2016. Web. 19 Sep 2019.

Vancouver:

Romero G. Voices within sitios y lenguas: a bilingual elementary context. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/90572.

Council of Science Editors:

Romero G. Voices within sitios y lenguas: a bilingual elementary context. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90572

6. Simone, Joseph. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.

Degree: EdD, 1760, 2012, University of Illinois – Urbana-Champaign

 As federal mandates purport to improve the academic achievement of all students, the achievement gap between White students and their marginalized peers has not closed.… (more)

Subjects/Keywords: Deficit thinking; dialogue; tracking; inclusive; transformative leadership; case study; marginalizing; equity; education; Access

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APA (6th Edition):

Simone, J. (2012). Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31100

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/31100.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Web. 19 Sep 2019.

Vancouver:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/31100.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31100

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Zheng, Xun. The writing development of English language learners from two grades.

Degree: PhD, 1144, 2012, University of Illinois – Urbana-Champaign

 The current study is a qualitative case study that investigated the writing development of seven Chinese-speaking English language learners (ELLs) from kindergarten and 3rd-grade ESL… (more)

Subjects/Keywords: Writing; English language learners; Elementary literacy; Voice; Emergent Literacy

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APA (6th Edition):

Zheng, X. (2012). The writing development of English language learners from two grades. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31051

Chicago Manual of Style (16th Edition):

Zheng, Xun. “The writing development of English language learners from two grades.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/31051.

MLA Handbook (7th Edition):

Zheng, Xun. “The writing development of English language learners from two grades.” 2012. Web. 19 Sep 2019.

Vancouver:

Zheng X. The writing development of English language learners from two grades. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/31051.

Council of Science Editors:

Zheng X. The writing development of English language learners from two grades. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31051

8. Yoon, Haeny. Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum.

Degree: PhD, 1144, 2012, University of Illinois – Urbana-Champaign

 Schooling in these contemporary times is a highly contested issue, launching many reform efforts aimed at improving the state of schools. Amidst growing concerns over… (more)

Subjects/Keywords: scripted curriculum; literacy & writing; professional development; teaching and learning; teacher collaboration

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APA (6th Edition):

Yoon, H. (2012). Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34370

Chicago Manual of Style (16th Edition):

Yoon, Haeny. “Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/34370.

MLA Handbook (7th Edition):

Yoon, Haeny. “Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum.” 2012. Web. 19 Sep 2019.

Vancouver:

Yoon H. Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/34370.

Council of Science Editors:

Yoon H. Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34370

9. Lisanza, Esther M. What does it mean to learn oral and written English language: a case study of a rural Kenyan classroom.

Degree: PhD, 0095, 2011, University of Illinois – Urbana-Champaign

 This study was an ethnographic case study that investigated oral and written language learning in a first grade classroom in Kenya. The languages used in… (more)

Subjects/Keywords: English learning; Classroom interactions; Unofficial curriculum; Drawing; Swahili; Kenyan context; Classroom interactions; bilingualism

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APA (6th Edition):

Lisanza, E. M. (2011). What does it mean to learn oral and written English language: a case study of a rural Kenyan classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26265

Chicago Manual of Style (16th Edition):

Lisanza, Esther M. “What does it mean to learn oral and written English language: a case study of a rural Kenyan classroom.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/26265.

MLA Handbook (7th Edition):

Lisanza, Esther M. “What does it mean to learn oral and written English language: a case study of a rural Kenyan classroom.” 2011. Web. 19 Sep 2019.

Vancouver:

Lisanza EM. What does it mean to learn oral and written English language: a case study of a rural Kenyan classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/26265.

Council of Science Editors:

Lisanza EM. What does it mean to learn oral and written English language: a case study of a rural Kenyan classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26265

10. Felicio, Vivian Carla Andrade. Culturally relevant literacy practices: a case of a Brazilian emergent bilingual.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 This study examines the case of Anita, a Brazilian emergent bilingual, studying and living in the United States. It highlights the critical issue of culturally… (more)

Subjects/Keywords: Literacy practices; Culturally relevant literacy; bilingual education; Case study

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APA (6th Edition):

Felicio, V. C. A. (2015). Culturally relevant literacy practices: a case of a Brazilian emergent bilingual. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78739

Chicago Manual of Style (16th Edition):

Felicio, Vivian Carla Andrade. “Culturally relevant literacy practices: a case of a Brazilian emergent bilingual.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/78739.

MLA Handbook (7th Edition):

Felicio, Vivian Carla Andrade. “Culturally relevant literacy practices: a case of a Brazilian emergent bilingual.” 2015. Web. 19 Sep 2019.

Vancouver:

Felicio VCA. Culturally relevant literacy practices: a case of a Brazilian emergent bilingual. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/78739.

Council of Science Editors:

Felicio VCA. Culturally relevant literacy practices: a case of a Brazilian emergent bilingual. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78739

11. Osorio, Sandra. Promoting critical literacy among emergent bilinguals: an exploration of their identities.

Degree: PhD, 1144, 2013, University of Illinois – Urbana-Champaign

 This study was an action research study that examined how second grade bilingual children defined “the word and their world” (Freire & Macedo, 1987) during… (more)

Subjects/Keywords: literature discussions; identity; critical consciousness

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APA (6th Edition):

Osorio, S. (2013). Promoting critical literacy among emergent bilinguals: an exploration of their identities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45300

Chicago Manual of Style (16th Edition):

Osorio, Sandra. “Promoting critical literacy among emergent bilinguals: an exploration of their identities.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/45300.

MLA Handbook (7th Edition):

Osorio, Sandra. “Promoting critical literacy among emergent bilinguals: an exploration of their identities.” 2013. Web. 19 Sep 2019.

Vancouver:

Osorio S. Promoting critical literacy among emergent bilinguals: an exploration of their identities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/45300.

Council of Science Editors:

Osorio S. Promoting critical literacy among emergent bilinguals: an exploration of their identities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45300

12. Parker, Kimberly N. "Real Talk": The Participation of African American and Caribbean American Young Men in a Middle School Book Club.

Degree: PhD, 0215, 2011, University of Illinois – Urbana-Champaign

 My dissertation research examines what happens when four middle school boys of African descent (African American and Caribbean American) gather to read a shared text… (more)

Subjects/Keywords: African American; Caribbean American; males; boys; book clubs; reading; literacy

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APA (6th Edition):

Parker, K. N. (2011). "Real Talk": The Participation of African American and Caribbean American Young Men in a Middle School Book Club. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18290

Chicago Manual of Style (16th Edition):

Parker, Kimberly N. “"Real Talk": The Participation of African American and Caribbean American Young Men in a Middle School Book Club.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/18290.

MLA Handbook (7th Edition):

Parker, Kimberly N. “"Real Talk": The Participation of African American and Caribbean American Young Men in a Middle School Book Club.” 2011. Web. 19 Sep 2019.

Vancouver:

Parker KN. "Real Talk": The Participation of African American and Caribbean American Young Men in a Middle School Book Club. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/18290.

Council of Science Editors:

Parker KN. "Real Talk": The Participation of African American and Caribbean American Young Men in a Middle School Book Club. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18290

13. Blackmon, Nikisha. 21st century literacy instruction: African American males' experiences in an English/language arts classroom.

Degree: EdD, 1144, 2014, University of Illinois – Urbana-Champaign

 This dissertation explores how literacy instruction is organized for, taught, and experienced by five adolescent, African American, male students in an eighth grade English/Language Arts… (more)

Subjects/Keywords: reading; literacy; teacher beliefs; African American Males

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APA (6th Edition):

Blackmon, N. (2014). 21st century literacy instruction: African American males' experiences in an English/language arts classroom. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blackmon, Nikisha. “21st century literacy instruction: African American males' experiences in an English/language arts classroom.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/49417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blackmon, Nikisha. “21st century literacy instruction: African American males' experiences in an English/language arts classroom.” 2014. Web. 19 Sep 2019.

Vancouver:

Blackmon N. 21st century literacy instruction: African American males' experiences in an English/language arts classroom. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/49417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blackmon N. 21st century literacy instruction: African American males' experiences in an English/language arts classroom. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Choi, Hee Young. Korean diaspora in the age of globalization: early study abroad (ESA) college students in the Midwest.

Degree: PhD, 0215, 2012, University of Illinois – Urbana-Champaign

 This study examines the unique experiences of international Korean college students in the Midwest who have gone through the early study abroad (ESA) period in… (more)

Subjects/Keywords: Higher Education; Internationalization of Higher Education; Transition to Higher Education; Early Study Abroad; Students Migration

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APA (6th Edition):

Choi, H. Y. (2012). Korean diaspora in the age of globalization: early study abroad (ESA) college students in the Midwest. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34255

Chicago Manual of Style (16th Edition):

Choi, Hee Young. “Korean diaspora in the age of globalization: early study abroad (ESA) college students in the Midwest.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/34255.

MLA Handbook (7th Edition):

Choi, Hee Young. “Korean diaspora in the age of globalization: early study abroad (ESA) college students in the Midwest.” 2012. Web. 19 Sep 2019.

Vancouver:

Choi HY. Korean diaspora in the age of globalization: early study abroad (ESA) college students in the Midwest. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/34255.

Council of Science Editors:

Choi HY. Korean diaspora in the age of globalization: early study abroad (ESA) college students in the Midwest. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34255

.