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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Dyson, Anne H"). Showing records 1 – 19 of 19 total matches.

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University of Illinois – Urbana-Champaign

1. Ricklefs, Mariana. Educational policy and literacy learning in an ESL classroom: constraints and opportunities.

Degree: PhD, 0095, 2012, University of Illinois – Urbana-Champaign

 This dissertation was a qualitative case study of an educational program for English Language Learners (ELL) at an elementary school in a small city in… (more)

Subjects/Keywords: language ideologies; English Language Learners; Bilingual Education; English as a second language (ESL) programs.

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APA (6th Edition):

Ricklefs, M. (2012). Educational policy and literacy learning in an ESL classroom: constraints and opportunities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34490

Chicago Manual of Style (16th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/34490.

MLA Handbook (7th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Web. 21 Feb 2019.

Vancouver:

Ricklefs M. Educational policy and literacy learning in an ESL classroom: constraints and opportunities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/34490.

Council of Science Editors:

Ricklefs M. Educational policy and literacy learning in an ESL classroom: constraints and opportunities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34490


University of Illinois – Urbana-Champaign

2. Zaccor, Karla Mills. Teaching as a means of participating in a movement for social change: critical care in practice.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 In our current educational climate where high-stakes, standardized testing is a top priority, conversations around teaching and learning are often reduced to which practices will… (more)

Subjects/Keywords: urban education; relationships

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APA (6th Edition):

Zaccor, K. M. (2015). Teaching as a means of participating in a movement for social change: critical care in practice. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88958

Chicago Manual of Style (16th Edition):

Zaccor, Karla Mills. “Teaching as a means of participating in a movement for social change: critical care in practice.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/88958.

MLA Handbook (7th Edition):

Zaccor, Karla Mills. “Teaching as a means of participating in a movement for social change: critical care in practice.” 2015. Web. 21 Feb 2019.

Vancouver:

Zaccor KM. Teaching as a means of participating in a movement for social change: critical care in practice. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/88958.

Council of Science Editors:

Zaccor KM. Teaching as a means of participating in a movement for social change: critical care in practice. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88958


University of Illinois – Urbana-Champaign

3. Kim, Jung Yin. Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program.

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

 This dissertation reports findings from a qualitative analysis of the academic literacy socialization of five Korean graduate students in a U.S. MBA (Master of Business… (more)

Subjects/Keywords: Academic success; Interdiscursivity; Academic Socialization; Master of Business Administration (MBA); literacy; Korean

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APA (6th Edition):

Kim, J. Y. (2014). Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49796

Chicago Manual of Style (16th Edition):

Kim, Jung Yin. “Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/49796.

MLA Handbook (7th Edition):

Kim, Jung Yin. “Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program.” 2014. Web. 21 Feb 2019.

Vancouver:

Kim JY. Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/49796.

Council of Science Editors:

Kim JY. Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49796


University of Illinois – Urbana-Champaign

4. Byrd, Kelly M. Generations: a tapestry of literacy traditions in an African-American family.

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

 Definitions of literacy conform to a model that views literacy as a set of skills reflected by a child’s scores on large-scale tests, which are… (more)

Subjects/Keywords: Literacy African-American Traditions Family Literacy Intergenerational Literacy

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APA (6th Edition):

Byrd, K. M. (2015). Generations: a tapestry of literacy traditions in an African-American family. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89146

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):

Byrd, Kelly M. “Generations: a tapestry of literacy traditions in an African-American family.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/89146.

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

MLA Handbook (7th Edition):

Byrd, Kelly M. “Generations: a tapestry of literacy traditions in an African-American family.” 2015. Web. 21 Feb 2019.

Vancouver:

Byrd KM. Generations: a tapestry of literacy traditions in an African-American family. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/89146.

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

Council of Science Editors:

Byrd KM. Generations: a tapestry of literacy traditions in an African-American family. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89146

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


University of Illinois – Urbana-Champaign

5. Franklin, Janine Monique. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Educational desire and resistance have been historically intricate and interconnected notions for Black women and girls. Problematizing Black girls instead of structural oppression and institutional… (more)

Subjects/Keywords: Black girls; sociology; education

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APA (6th Edition):

Franklin, J. M. (2015). Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78731

Chicago Manual of Style (16th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/78731.

MLA Handbook (7th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Web. 21 Feb 2019.

Vancouver:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/78731.

Council of Science Editors:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78731


University of Illinois – Urbana-Champaign

6. Carter, Regina Sierra. A narrative of Augusta Baker's early life and her work as a children's librarian within the New York Public Library system.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 Augusta Braxston Baker (1911-1998) was a Black American librarian whose tenure within the New York Public Library (NYPL) system lasted for more than thirty years.… (more)

Subjects/Keywords: Black children's literature; Black librarianship; Children's literature; Education; History; Library and information science

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APA (6th Edition):

Carter, R. S. (2016). A narrative of Augusta Baker's early life and her work as a children's librarian within the New York Public Library system. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90760

Chicago Manual of Style (16th Edition):

Carter, Regina Sierra. “A narrative of Augusta Baker's early life and her work as a children's librarian within the New York Public Library system.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/90760.

MLA Handbook (7th Edition):

Carter, Regina Sierra. “A narrative of Augusta Baker's early life and her work as a children's librarian within the New York Public Library system.” 2016. Web. 21 Feb 2019.

Vancouver:

Carter RS. A narrative of Augusta Baker's early life and her work as a children's librarian within the New York Public Library system. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/90760.

Council of Science Editors:

Carter RS. A narrative of Augusta Baker's early life and her work as a children's librarian within the New York Public Library system. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90760


University of Illinois – Urbana-Champaign

7. Choi, Lee Jin. Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 My dissertation explores how U.S.-based multilingual South Korean speakers of English and Korean negotiate their positions in the over-crowded and complex lingusitic market, and try… (more)

Subjects/Keywords: bilingual education; multilingualism; second language acquisition; transnational education; subjectivities

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APA (6th Edition):

Choi, L. J. (2014). Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50370

Chicago Manual of Style (16th Edition):

Choi, Lee Jin. “Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/50370.

MLA Handbook (7th Edition):

Choi, Lee Jin. “Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals.” 2014. Web. 21 Feb 2019.

Vancouver:

Choi LJ. Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/50370.

Council of Science Editors:

Choi LJ. Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50370

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 February 21, 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. 21 Feb 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 Feb 21]. 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. Dewayani, Sophie. Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work.

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

 Children’s work in the street of developing countries has been accused of contributing to children’s low enrollment in formal schooling. In Indonesia, the government has… (more)

Subjects/Keywords: Literacy; Narratives; Street Children

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APA (6th Edition):

Dewayani, S. (2011). Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26218

Chicago Manual of Style (16th Edition):

Dewayani, Sophie. “Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/26218.

MLA Handbook (7th Edition):

Dewayani, Sophie. “Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work.” 2011. Web. 21 Feb 2019.

Vancouver:

Dewayani S. Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/26218.

Council of Science Editors:

Dewayani S. Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26218

10. 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 February 21, 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. 21 Feb 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 Feb 21]. 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

11. 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 February 21, 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. 21 Feb 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 Feb 21]. 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

12. 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

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

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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 February 21, 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. 21 Feb 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 Feb 21]. 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

13. Lee, Alice Y. "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy.

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

 This dissertation is a qualitative multi-case study of in-service teachers Sara and Raniya and pre-service teacher Tiera (all pseudonyms), who varied in grade level and… (more)

Subjects/Keywords: African American Language; linguistic diversity; pedagogy; teacher knowledge

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APA (6th Edition):

Lee, A. Y. (2015). "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88277

Chicago Manual of Style (16th Edition):

Lee, Alice Y. “"You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/88277.

MLA Handbook (7th Edition):

Lee, Alice Y. “"You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy.” 2015. Web. 21 Feb 2019.

Vancouver:

Lee AY. "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/88277.

Council of Science Editors:

Lee AY. "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88277

14. Some-Guiebre, Wen-Yam. Mainstreaming second language learners: teachers' instructional strategies in the classroom.

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

 This study examines the way mainstream teachers interact with their immigrant students to identify the framework(s) within which the students develop perceptions about their cultural… (more)

Subjects/Keywords: Multicultural education; English language learners; African immigrants; Teachers' education

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APA (6th Edition):

Some-Guiebre, W. (2012). Mainstreaming second language learners: teachers' instructional strategies in the classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31086

Chicago Manual of Style (16th Edition):

Some-Guiebre, Wen-Yam. “Mainstreaming second language learners: teachers' instructional strategies in the classroom.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/31086.

MLA Handbook (7th Edition):

Some-Guiebre, Wen-Yam. “Mainstreaming second language learners: teachers' instructional strategies in the classroom.” 2012. Web. 21 Feb 2019.

Vancouver:

Some-Guiebre W. Mainstreaming second language learners: teachers' instructional strategies in the classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/31086.

Council of Science Editors:

Some-Guiebre W. Mainstreaming second language learners: teachers' instructional strategies in the classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31086

15. Woodard, Rebecca. "Writing teachers must write": tracing trajectories of teacher participation across professional and everyday practices.

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

 Although the idea that “writing teachers must write” is pervasive, little is known about how teachers’ participation in out-of-school writing practices shapes their writing instruction.… (more)

Subjects/Keywords: Writing; Writing instruction; Teacher writing; Teacher practice; Out of school practice; Literacy

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APA (6th Edition):

Woodard, R. (2013). "Writing teachers must write": tracing trajectories of teacher participation across professional and everyday practices. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45332

Chicago Manual of Style (16th Edition):

Woodard, Rebecca. “"Writing teachers must write": tracing trajectories of teacher participation across professional and everyday practices.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/45332.

MLA Handbook (7th Edition):

Woodard, Rebecca. “"Writing teachers must write": tracing trajectories of teacher participation across professional and everyday practices.” 2013. Web. 21 Feb 2019.

Vancouver:

Woodard R. "Writing teachers must write": tracing trajectories of teacher participation across professional and everyday practices. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/45332.

Council of Science Editors:

Woodard R. "Writing teachers must write": tracing trajectories of teacher participation across professional and everyday practices. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45332

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

17. Sperry, Douglas. Listening to all of the words: reassessing the verbal environments of young working-class and poor children.

Degree: PhD, 0338, 2015, University of Illinois – Urbana-Champaign

 For many educators, scholars, and policy makers alike, one of the most commonly cited reasons that poor and working-class children fail at school is due… (more)

Subjects/Keywords: Word Gap; Vocabulary; Language Socialization

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sperry, D. (2015). Listening to all of the words: reassessing the verbal environments of young working-class and poor children. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72773

Chicago Manual of Style (16th Edition):

Sperry, Douglas. “Listening to all of the words: reassessing the verbal environments of young working-class and poor children.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/72773.

MLA Handbook (7th Edition):

Sperry, Douglas. “Listening to all of the words: reassessing the verbal environments of young working-class and poor children.” 2015. Web. 21 Feb 2019.

Vancouver:

Sperry D. Listening to all of the words: reassessing the verbal environments of young working-class and poor children. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/72773.

Council of Science Editors:

Sperry D. Listening to all of the words: reassessing the verbal environments of young working-class and poor children. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72773

18. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 February 21, 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. 21 Feb 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 Feb 21]. 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

19. Berry, Patrick W. Beyond hope: Rhetorics of mobility, possibility, and literacy.

Degree: PhD, 0311, 2011, University of Illinois – Urbana-Champaign

 When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve… (more)

Subjects/Keywords: literacy narratives; Lives on the Boundary; Mike Rose; prison literacy; preservice teachers; We Make the Road by Walking; Myles Horton; Paulo Freire; literacy myth; Narrative inquiry

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Berry, P. W. (2011). Beyond hope: Rhetorics of mobility, possibility, and literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24138

Chicago Manual of Style (16th Edition):

Berry, Patrick W. “Beyond hope: Rhetorics of mobility, possibility, and literacy.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2019. http://hdl.handle.net/2142/24138.

MLA Handbook (7th Edition):

Berry, Patrick W. “Beyond hope: Rhetorics of mobility, possibility, and literacy.” 2011. Web. 21 Feb 2019.

Vancouver:

Berry PW. Beyond hope: Rhetorics of mobility, possibility, and literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2142/24138.

Council of Science Editors:

Berry PW. Beyond hope: Rhetorics of mobility, possibility, and literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24138

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