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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("McCarthey, Sarah"). Showing records 1 – 30 of 32 total matches.

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University of Illinois – Urbana-Champaign

1. Radhakrishnan, Ritu. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.

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

 This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more critical theoretical approaches to… (more)

Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school

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APA (6th Edition):

Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648

Chicago Manual of Style (16th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/49648.

MLA Handbook (7th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 19 Oct 2019.

Vancouver:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/49648.

Council of Science Editors:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648


University of Illinois – Urbana-Champaign

2. Kline, Sonia. Offline mediators online: writing activity in two middle school classes.

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

 Many look to digital technologies to promote more equitable literacy learning. Even potentially transformative technologies, however, are neither created nor used within a vacuum. Instead,… (more)

Subjects/Keywords: Accountability; Activity Systems Analysis; Adolescents; Case Study; Computer technologies; Cultural Historical Activity Theory; Digital technologies; Education; Ethnography; Equity; Identities; Ideologies; Language Arts; Literacy; Literacies; Multiliteracies; Online technologies; Schooling; Students; Sociocultural; Tracing methodology; Remediation

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APA (6th Edition):

Kline, S. (2014). Offline mediators online: writing activity in two middle school classes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50509

Chicago Manual of Style (16th Edition):

Kline, Sonia. “Offline mediators online: writing activity in two middle school classes.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/50509.

MLA Handbook (7th Edition):

Kline, Sonia. “Offline mediators online: writing activity in two middle school classes.” 2014. Web. 19 Oct 2019.

Vancouver:

Kline S. Offline mediators online: writing activity in two middle school classes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/50509.

Council of Science Editors:

Kline S. Offline mediators online: writing activity in two middle school classes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50509


University of Illinois – Urbana-Champaign

3. Kennett, Katrina Stearns. Experienced teachers’ planning practices: Orienting, inventing, and envisioning.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Although every teacher plans for instruction, little is known about how this complex practice is accomplished in everyday contexts. The bulk of research on teacher… (more)

Subjects/Keywords: Teacher planning; Literate practice; Curriculum design

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APA (6th Edition):

Kennett, K. S. (2017). Experienced teachers’ planning practices: Orienting, inventing, and envisioning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99312

Chicago Manual of Style (16th Edition):

Kennett, Katrina Stearns. “Experienced teachers’ planning practices: Orienting, inventing, and envisioning.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/99312.

MLA Handbook (7th Edition):

Kennett, Katrina Stearns. “Experienced teachers’ planning practices: Orienting, inventing, and envisioning.” 2017. Web. 19 Oct 2019.

Vancouver:

Kennett KS. Experienced teachers’ planning practices: Orienting, inventing, and envisioning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/99312.

Council of Science Editors:

Kennett KS. Experienced teachers’ planning practices: Orienting, inventing, and envisioning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99312


University of Illinois – Urbana-Champaign

4. Young, Miho O. Collaborative reasoning in Japan: English learners' discussions and experiences.

Degree: PhD, 1144, 2011, University of Illinois – Urbana-Champaign

 A study involving an assistant professor and seven students at a Japanese university investigated feasibility, impact, and dynamics of Collaborative Reasoning (CR), a new instructional… (more)

Subjects/Keywords: Japan; English teaching; Language learning; English education; Collaborative reasoning; Open-format discussion; Instructional method; English as a Foreign Language (EFL)

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APA (6th Edition):

Young, M. O. (2011). Collaborative reasoning in Japan: English learners' discussions and experiences. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18500

Chicago Manual of Style (16th Edition):

Young, Miho O. “Collaborative reasoning in Japan: English learners' discussions and experiences.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/18500.

MLA Handbook (7th Edition):

Young, Miho O. “Collaborative reasoning in Japan: English learners' discussions and experiences.” 2011. Web. 19 Oct 2019.

Vancouver:

Young MO. Collaborative reasoning in Japan: English learners' discussions and experiences. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/18500.

Council of Science Editors:

Young MO. Collaborative reasoning in Japan: English learners' discussions and experiences. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18500


University of Illinois – Urbana-Champaign

5. Young, John Austin. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.

Degree: PhD, Secondary & Continuing Educ, 2015, University of Illinois – Urbana-Champaign

 This mixed-methods study examined the beliefs and performance of 10 adult Japanese speakers of English regarding the phenomenon of contraction in spoken English. Over the… (more)

Subjects/Keywords: spoken English; contraction; Japanese learners; production; perception; beliefs; English as a Second Language (ESL); English as a Foreign Language (EFL)

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APA (6th Edition):

Young, J. A. (2015). Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89026

Chicago Manual of Style (16th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/89026.

MLA Handbook (7th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Web. 19 Oct 2019.

Vancouver:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/89026.

Council of Science Editors:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89026


University of Illinois – Urbana-Champaign

6. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

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

 This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

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APA (6th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 19 Oct 2019.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311


University of Illinois – Urbana-Champaign

7. Geoghegan, Cristin. Understanding teachers' use of formative assessment practices during literacy.

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

 The current testing climate emphasizes the need to collect data and monitor student growth. Teachers have a paramount role in the assessment practices within their… (more)

Subjects/Keywords: formative assessment; professional development

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APA (6th Edition):

Geoghegan, C. (2014). Understanding teachers' use of formative assessment practices during literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49836

Chicago Manual of Style (16th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/49836.

MLA Handbook (7th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Web. 19 Oct 2019.

Vancouver:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/49836.

Council of Science Editors:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49836


University of Illinois – Urbana-Champaign

8. 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 October 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 Oct 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 Oct 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


University of Illinois – Urbana-Champaign

9. Hart, Julia. How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace.

Degree: EdD, 1144, 2015, University of Illinois – Urbana-Champaign

 How organizations share knowledge is very important. Research has shown that organizations are implementing knowledge sharing technologies, but employees are not using them. This study… (more)

Subjects/Keywords: digital equity; workplace learning climate; Unified Theory of Acceptance and Use of Technology (UTAUT); SharePoint; Knowledge sharing; Knowledge Management

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APA (6th Edition):

Hart, J. (2015). How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72920

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):

Hart, Julia. “How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/72920.

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

MLA Handbook (7th Edition):

Hart, Julia. “How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace.” 2015. Web. 19 Oct 2019.

Vancouver:

Hart J. How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/72920.

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

Council of Science Editors:

Hart J. How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72920

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


University of Illinois – Urbana-Champaign

10. Kessler, Meghan A. Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments.

Degree: PhD, Curriculum and Instruction, 2018, University of Illinois – Urbana-Champaign

 This qualitative, multi-case study explores student teacher perceptions and enactment (Ball, Maguire, & Braun, 2012) during preservice teacher preparation. This study elucidates the perceptions and… (more)

Subjects/Keywords: edTPA; Danielson Framework; preservice teachers

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APA (6th Edition):

Kessler, M. A. (2018). Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/100950

Chicago Manual of Style (16th Edition):

Kessler, Meghan A. “Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/100950.

MLA Handbook (7th Edition):

Kessler, Meghan A. “Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments.” 2018. Web. 19 Oct 2019.

Vancouver:

Kessler MA. Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/100950.

Council of Science Editors:

Kessler MA. Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/100950


University of Illinois – Urbana-Champaign

11. Korson, Stacey Jannette. The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom.

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

 Despite the fact that "emphasis on nonfiction literature in the development of literacy understandings, content knowledge, and literacy abilities is not new" (Möller, 2013, p.… (more)

Subjects/Keywords: Nonfiction Literature; Aesthetic

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APA (6th Edition):

Korson, S. J. (2016). The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92887

Chicago Manual of Style (16th Edition):

Korson, Stacey Jannette. “The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/92887.

MLA Handbook (7th Edition):

Korson, Stacey Jannette. “The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom.” 2016. Web. 19 Oct 2019.

Vancouver:

Korson SJ. The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/92887.

Council of Science Editors:

Korson SJ. The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92887


University of Illinois – Urbana-Champaign

12. Jones, Alexis Leah. Relational knowing and responsive instruction.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Teachers make innumerable decisions in their classrooms, taking into account students’ readiness for a particular topic, their cultural background, and their learning profile. However, the… (more)

Subjects/Keywords: Relationships; Responsive instruction

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APA (6th Edition):

Jones, A. L. (2017). Relational knowing and responsive instruction. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97680

Chicago Manual of Style (16th Edition):

Jones, Alexis Leah. “Relational knowing and responsive instruction.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/97680.

MLA Handbook (7th Edition):

Jones, Alexis Leah. “Relational knowing and responsive instruction.” 2017. Web. 19 Oct 2019.

Vancouver:

Jones AL. Relational knowing and responsive instruction. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/97680.

Council of Science Editors:

Jones AL. Relational knowing and responsive instruction. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97680


University of Illinois – Urbana-Champaign

13. Filkins, Scott Ryan. Understanding the transition from high school to college for eight student writers.

Degree: EdD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 The purpose of this three-semester qualitative study was to better understand, from a student’s perspective, what it means to transition from high school to college… (more)

Subjects/Keywords: College-level writing; High school writing; College readiness; Transition

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APA (6th Edition):

Filkins, S. R. (2017). Understanding the transition from high school to college for eight student writers. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97682

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):

Filkins, Scott Ryan. “Understanding the transition from high school to college for eight student writers.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/97682.

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

MLA Handbook (7th Edition):

Filkins, Scott Ryan. “Understanding the transition from high school to college for eight student writers.” 2017. Web. 19 Oct 2019.

Vancouver:

Filkins SR. Understanding the transition from high school to college for eight student writers. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/97682.

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

Council of Science Editors:

Filkins SR. Understanding the transition from high school to college for eight student writers. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97682

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


University of Illinois – Urbana-Champaign

14. Shin, Yun-Sun. Weaving their identities: a narrative inquiry into Korean heritage language learners.

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

 The focus for my research project was language learning practices and how people negotiate and transform their identities throughout their heritage language learning (HLL) experiences.… (more)

Subjects/Keywords: Korean Americans; Heritage language learning; Linguistic identity; Ethnic identity; Korean language classrooms; Narrative inquiry

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APA (6th Edition):

Shin, Y. (2015). Weaving their identities: a narrative inquiry into Korean heritage language learners. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78383

Chicago Manual of Style (16th Edition):

Shin, Yun-Sun. “Weaving their identities: a narrative inquiry into Korean heritage language learners.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/78383.

MLA Handbook (7th Edition):

Shin, Yun-Sun. “Weaving their identities: a narrative inquiry into Korean heritage language learners.” 2015. Web. 19 Oct 2019.

Vancouver:

Shin Y. Weaving their identities: a narrative inquiry into Korean heritage language learners. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/78383.

Council of Science Editors:

Shin Y. Weaving their identities: a narrative inquiry into Korean heritage language learners. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78383


University of Illinois – Urbana-Champaign

15. Thomas, Dawn V. The nature of teacher-child interactions in emotion discourse.

Degree: PhD, 0093, 2010, University of Illinois – Urbana-Champaign

 Emotions find their meanings within human relationships that permit emotions to be experienced, expressed, and explored. Social and emotional competence, marked by an understanding, expression,… (more)

Subjects/Keywords: Social Interaction; Emotions; Early Childhood; Emotional Development; Discourse; Teacher-Child Interaction; Relationships

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APA (6th Edition):

Thomas, D. V. (2010). The nature of teacher-child interactions in emotion discourse. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16120

Chicago Manual of Style (16th Edition):

Thomas, Dawn V. “The nature of teacher-child interactions in emotion discourse.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/16120.

MLA Handbook (7th Edition):

Thomas, Dawn V. “The nature of teacher-child interactions in emotion discourse.” 2010. Web. 19 Oct 2019.

Vancouver:

Thomas DV. The nature of teacher-child interactions in emotion discourse. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/16120.

Council of Science Editors:

Thomas DV. The nature of teacher-child interactions in emotion discourse. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16120


University of Illinois – Urbana-Champaign

16. Min, Young-Kyung. Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Drawing on the sociocultural approaches of activity theory (e.g., Vygotsky, Engestrom) and practice theory (e.g., Bourdieu, Lave) that emphasize the importance of understanding literate activity… (more)

Subjects/Keywords: language and literacy; writing pedagogy; writing studies; writing program analysis; cultures of writing

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APA (6th Edition):

Min, Y. (2010). Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16932

Chicago Manual of Style (16th Edition):

Min, Young-Kyung. “Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/16932.

MLA Handbook (7th Edition):

Min, Young-Kyung. “Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs.” 2010. Web. 19 Oct 2019.

Vancouver:

Min Y. Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/16932.

Council of Science Editors:

Min Y. Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16932


University of Illinois – Urbana-Champaign

17. Han, Heekyung. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.

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

 The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families.… (more)

Subjects/Keywords: Korean-American; bilingual development; heritage language maintenance; Language ideology; Language Socialization

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APA (6th Edition):

Han, H. (2011). "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26205

Chicago Manual of Style (16th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/26205.

MLA Handbook (7th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Web. 19 Oct 2019.

Vancouver:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/26205.

Council of Science Editors:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26205


University of Illinois – Urbana-Champaign

18. Kiramba, Lydiah Kananu. Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya.

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

 Today, multilingualism in primary education is a reality that must be fully embraced in language and literacy research. Multilingualism is the norm in schools due… (more)

Subjects/Keywords: Communicative practices; Multilingualism; Heteroglossia

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APA (6th Edition):

Kiramba, L. K. (2016). Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90913

Chicago Manual of Style (16th Edition):

Kiramba, Lydiah Kananu. “Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/90913.

MLA Handbook (7th Edition):

Kiramba, Lydiah Kananu. “Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya.” 2016. Web. 19 Oct 2019.

Vancouver:

Kiramba LK. Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/90913.

Council of Science Editors:

Kiramba LK. Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90913


University of Illinois – Urbana-Champaign

19. Waselus Looker, Samantha M. Enacting and interrogating the "academic" in undergraduate language and literacy practices.

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

 This dissertation examines the messages undergraduate writers receive about what writing and language practices qualify as ???academic.??? I consider several aspects of these messages: their… (more)

Subjects/Keywords: rhetoric; pedagogy; linguistics; English composition teaching; college students; case studies; academic writing; standard language; English language variation

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APA (6th Edition):

Waselus Looker, S. M. (2011). Enacting and interrogating the "academic" in undergraduate language and literacy practices. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24009

Chicago Manual of Style (16th Edition):

Waselus Looker, Samantha M. “Enacting and interrogating the "academic" in undergraduate language and literacy practices.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/24009.

MLA Handbook (7th Edition):

Waselus Looker, Samantha M. “Enacting and interrogating the "academic" in undergraduate language and literacy practices.” 2011. Web. 19 Oct 2019.

Vancouver:

Waselus Looker SM. Enacting and interrogating the "academic" in undergraduate language and literacy practices. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/24009.

Council of Science Editors:

Waselus Looker SM. Enacting and interrogating the "academic" in undergraduate language and literacy practices. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24009

20. Stallmeyer-Gerard, Catherine Ann. Issues in maintaining a sister-school coaching collaborative.

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

 The implementation of coaching as a form of professional development for classroom teachers is becoming more and more accepted. Knight (2009a) reminds us, "what coaching… (more)

Subjects/Keywords: Instructional Coaching; collaboration

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APA (6th Edition):

Stallmeyer-Gerard, C. A. (2016). Issues in maintaining a sister-school coaching collaborative. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90504

Chicago Manual of Style (16th Edition):

Stallmeyer-Gerard, Catherine Ann. “Issues in maintaining a sister-school coaching collaborative.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/90504.

MLA Handbook (7th Edition):

Stallmeyer-Gerard, Catherine Ann. “Issues in maintaining a sister-school coaching collaborative.” 2016. Web. 19 Oct 2019.

Vancouver:

Stallmeyer-Gerard CA. Issues in maintaining a sister-school coaching collaborative. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/90504.

Council of Science Editors:

Stallmeyer-Gerard CA. Issues in maintaining a sister-school coaching collaborative. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90504

21. Byfield, Lavern. Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy.

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

 Few studies on English language learners (ELLs) focus on teachers’ perceptions of bilingualism and bidialectalism and describe the impact of those perceptions on language arts… (more)

Subjects/Keywords: English language learners; English language arts pedagogy; language minority students; teachers' perceptions

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APA (6th Edition):

Byfield, L. (2012). Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34201

Chicago Manual of Style (16th Edition):

Byfield, Lavern. “Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/34201.

MLA Handbook (7th Edition):

Byfield, Lavern. “Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy.” 2012. Web. 19 Oct 2019.

Vancouver:

Byfield L. Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/34201.

Council of Science Editors:

Byfield L. Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34201

22. 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 October 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 Oct 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 Oct 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

23. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

24. Crume, Peter. Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool.

Degree: PhD, 0210, 2012, University of Illinois – Urbana-Champaign

 This dissertation study seeks to understand how teachers who work in an ASL/English bilingual educational program for preschool children conceptualize and utilize phonological instruction of… (more)

Subjects/Keywords: American Sign Language; Deaf; Deaf education; Bilingual education; Emergent Literacy; Early childhood education; Teacher Education, Phonological Awareness; Instructional Strategies

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APA (6th Edition):

Crume, P. (2012). Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29797

Chicago Manual of Style (16th Edition):

Crume, Peter. “Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/29797.

MLA Handbook (7th Edition):

Crume, Peter. “Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool.” 2012. Web. 19 Oct 2019.

Vancouver:

Crume P. Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/29797.

Council of Science Editors:

Crume P. Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29797

25. Chang, Chia-Chun. The power of children's dialogue: Taiwanese students' peer-led literature discussion.

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

 This study built on previous research in the area of peer-led literature discussion. Even though there are numerous studies investigating this type of literacy activity,… (more)

Subjects/Keywords: peer-led literature discussion; classroom discourse; reading education

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APA (6th Edition):

Chang, C. (2012). The power of children's dialogue: Taiwanese students' peer-led literature discussion. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29702

Chicago Manual of Style (16th Edition):

Chang, Chia-Chun. “The power of children's dialogue: Taiwanese students' peer-led literature discussion.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/29702.

MLA Handbook (7th Edition):

Chang, Chia-Chun. “The power of children's dialogue: Taiwanese students' peer-led literature discussion.” 2012. Web. 19 Oct 2019.

Vancouver:

Chang C. The power of children's dialogue: Taiwanese students' peer-led literature discussion. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/29702.

Council of Science Editors:

Chang C. The power of children's dialogue: Taiwanese students' peer-led literature discussion. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29702

26. Latawiec, Beata. Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning.

Degree: PhD, 0215, 2013, University of Illinois – Urbana-Champaign

 Speakers and writers use metadiscourse to guide, caution, and implore their audiences. Written metadiscourse is a term for self-reflective expressions that help writers negotiate interactional… (more)

Subjects/Keywords: metadiscourse; discourse analysis; persuasion and argumentation; collaborative reasoning; small-group discussions; persuasive essays; young adolescents/ children; mixed-methods; rhetorical, sociolinguistic and pragmatic analyses.

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APA (6th Edition):

Latawiec, B. (2013). Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42302

Chicago Manual of Style (16th Edition):

Latawiec, Beata. “Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/42302.

MLA Handbook (7th Edition):

Latawiec, Beata. “Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning.” 2013. Web. 19 Oct 2019.

Vancouver:

Latawiec B. Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/42302.

Council of Science Editors:

Latawiec B. Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42302

27. Li, Ming-Ching. The acquisition of tense and agreement by early child second language learners.

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

 This longitudinal study examines the acquisition of tense and agreement morphology by child L2 learners in an early stage of language acquisition. The objectives of… (more)

Subjects/Keywords: tense and agreement; verb inflections; child L2 learners

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APA (6th Edition):

Li, M. (2012). The acquisition of tense and agreement by early child second language learners. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34423

Chicago Manual of Style (16th Edition):

Li, Ming-Ching. “The acquisition of tense and agreement by early child second language learners.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/34423.

MLA Handbook (7th Edition):

Li, Ming-Ching. “The acquisition of tense and agreement by early child second language learners.” 2012. Web. 19 Oct 2019.

Vancouver:

Li M. The acquisition of tense and agreement by early child second language learners. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/34423.

Council of Science Editors:

Li M. The acquisition of tense and agreement by early child second language learners. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34423

28. Chen, Hao. The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school.

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

 In this study, I used ethnographic methods to investigate the learning and education of the heritage language of a group of indigenous students in Taiwan.… (more)

Subjects/Keywords: heritage language; Indigenous Taiwanese; ethnographic study

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APA (6th Edition):

Chen, H. (2012). The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34364

Chicago Manual of Style (16th Edition):

Chen, Hao. “The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/34364.

MLA Handbook (7th Edition):

Chen, Hao. “The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school.” 2012. Web. 19 Oct 2019.

Vancouver:

Chen H. The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/34364.

Council of Science Editors:

Chen H. The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34364

29. Wilder, Phillip. "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms.

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

 Coaching often rests upon a “causal cascade” (Atteberry, Bryk, Walker & Biancarosa,2008) that posits that collaboration with a coach leads to a change in the… (more)

Subjects/Keywords: Instructional Coaching; Secondary Schools; Heavy Coaching; Disciplinary Knowledge; Case Studies; Coaching Tensions; Coaching Practices

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APA (6th Edition):

Wilder, P. (2013). "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45278

Chicago Manual of Style (16th Edition):

Wilder, Phillip. “"I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/45278.

MLA Handbook (7th Edition):

Wilder, Phillip. “"I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms.” 2013. Web. 19 Oct 2019.

Vancouver:

Wilder P. "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/45278.

Council of Science Editors:

Wilder P. "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45278

30. Holding, Elizabeth. Multiple voices in a secondary English curriculum.

Degree: EdD, 0215, 2013, University of Illinois – Urbana-Champaign

 This qualitative study, featuring one American high school English department, analyzed why a secondary school chose certain literature for its English curriculum. The featured school… (more)

Subjects/Keywords: secondary English curriculum; Adequate Yearly Progress (AYP); reading instruction; history of English education; No Child Left Behind (NCLB)

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APA (6th Edition):

Holding, E. (2013). Multiple voices in a secondary English curriculum. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44376

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):

Holding, Elizabeth. “Multiple voices in a secondary English curriculum.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed October 19, 2019. http://hdl.handle.net/2142/44376.

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

MLA Handbook (7th Edition):

Holding, Elizabeth. “Multiple voices in a secondary English curriculum.” 2013. Web. 19 Oct 2019.

Vancouver:

Holding E. Multiple voices in a secondary English curriculum. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2142/44376.

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

Council of Science Editors:

Holding E. Multiple voices in a secondary English curriculum. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44376

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

[1] [2]

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