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You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 30 of 6821 total matches.

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University of Zululand

1. Hariparsad, Shireen D. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .

Degree: 2010, University of Zululand

 The aim of this study was to investigate the challenges facing educators’ in the inclusion of ADHD learners in the mainstream classroom. As an introduction… (more)

Subjects/Keywords: ADHD ; ADHD learners  – mainstream classroom. ; Inclusive education ; Inclusive education – South Africa. ; Inclusive education  – challenges

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

APA (6th Edition):

Hariparsad, S. D. (2010). Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/629

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):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Thesis, University of Zululand. Accessed May 20, 2019. http://hdl.handle.net/10530/629.

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

MLA Handbook (7th Edition):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Web. 20 May 2019.

Vancouver:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10530/629.

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

Council of Science Editors:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Thesis]. University of Zululand; 2010. Available from: http://hdl.handle.net/10530/629

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


University of Alberta

2. Nation, Judy H. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.

Degree: PhD, Department of Elementary Education, 2014, University of Alberta

 In Alberta the influx of immigrants and refugee families from many countries has resulted in an increasing number of minority students entering mainstream classrooms. Students… (more)

Subjects/Keywords: pedagogy; English languge learners; mainstream classroom

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APA (6th Edition):

Nation, J. H. (2014). Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/tq57ns390

Chicago Manual of Style (16th Edition):

Nation, Judy H. “Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.” 2014. Doctoral Dissertation, University of Alberta. Accessed May 20, 2019. https://era.library.ualberta.ca/files/tq57ns390.

MLA Handbook (7th Edition):

Nation, Judy H. “Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.” 2014. Web. 20 May 2019.

Vancouver:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 May 20]. Available from: https://era.library.ualberta.ca/files/tq57ns390.

Council of Science Editors:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/tq57ns390


University of Louisville

3. Compton, Tamela N. Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion.

Degree: EdD, 2018, University of Louisville

  This dissertation was designed to inform educators, practitioners, and policy makers on equity-based instruction for ELLs by examining secondary teachers’ perceptions and practice on… (more)

Subjects/Keywords: inclusion; english language learners; instruction; culturally responsive teaching; mainstream classroom; teacher perceptions; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education

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

APA (6th Edition):

Compton, T. N. (2018). Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949

Chicago Manual of Style (16th Edition):

Compton, Tamela N. “Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion.” 2018. Doctoral Dissertation, University of Louisville. Accessed May 20, 2019. 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949.

MLA Handbook (7th Edition):

Compton, Tamela N. “Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion.” 2018. Web. 20 May 2019.

Vancouver:

Compton TN. Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 May 20]. Available from: 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949.

Council of Science Editors:

Compton TN. Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949


University of South Africa

4. Wulfsohn, Renee. An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom .

Degree: 2010, University of South Africa

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. Behaviour management strategies utilised by the… (more)

Subjects/Keywords: Attention Deficit Hyperactivity Disorder (ADHD); Behaviour management strategies; Disruptive; Behavioural intervention; Classroom; Hyperactivity; Impulsivity; Inattention; Learners with ADHD; Behaviour problems

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

APA (6th Edition):

Wulfsohn, R. (2010). An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4769

Chicago Manual of Style (16th Edition):

Wulfsohn, Renee. “An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom .” 2010. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/4769.

MLA Handbook (7th Edition):

Wulfsohn, Renee. “An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom .” 2010. Web. 20 May 2019.

Vancouver:

Wulfsohn R. An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/4769.

Council of Science Editors:

Wulfsohn R. An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4769


University of South Africa

5. Naidoo, Nathasia. Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies .

Degree: 2012, University of South Africa

 Attention Deficit Hyperactivity Disorder (ADHD), an intellectual impairment, generally characterised by inattentiveness and impulsivity has become prevalent in South African schools. ADHD learners require support… (more)

Subjects/Keywords: Attention deficit hyperactivity disorder; Teaching strategies; Accommodation of learners' needs; Assessment of teaching strategies; Classroom effects of ADHD

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

APA (6th Edition):

Naidoo, N. (2012). Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11899

Chicago Manual of Style (16th Edition):

Naidoo, Nathasia. “Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies .” 2012. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/11899.

MLA Handbook (7th Edition):

Naidoo, Nathasia. “Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies .” 2012. Web. 20 May 2019.

Vancouver:

Naidoo N. Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/11899.

Council of Science Editors:

Naidoo N. Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/11899


University of Canterbury

6. Timmins, Stacey Lee. A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom.

Degree: Education and Human Development, 2009, University of Canterbury

 To date only a limited number of studies have focused on teacher-led functional assessments in the mainstream classroom. This purpose of this study was to… (more)

Subjects/Keywords: functional assessment; learning; behaviour; mainstream classroom

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

APA (6th Edition):

Timmins, S. L. (2009). A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4464

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):

Timmins, Stacey Lee. “A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom.” 2009. Thesis, University of Canterbury. Accessed May 20, 2019. http://hdl.handle.net/10092/4464.

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

MLA Handbook (7th Edition):

Timmins, Stacey Lee. “A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom.” 2009. Web. 20 May 2019.

Vancouver:

Timmins SL. A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 May 20]. Available from: http://hdl.handle.net/10092/4464.

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

Council of Science Editors:

Timmins SL. A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4464

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


University of Zululand

7. Sikotane, Gratitude Maxabiso. Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit.

Degree: 2017, University of Zululand

 There was a limited amount of research that looked at the experiences of educators teaching learners with Attention Deficit Hyperactivity Disorder (ADHD). Many learners enter… (more)

Subjects/Keywords: attention deficit hyperactivity disorder  – ADHD  – educators  – learners

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

APA (6th Edition):

Sikotane, G. M. (2017). Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit. (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1596

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):

Sikotane, Gratitude Maxabiso. “Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit. ” 2017. Thesis, University of Zululand. Accessed May 20, 2019. http://hdl.handle.net/10530/1596.

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

MLA Handbook (7th Edition):

Sikotane, Gratitude Maxabiso. “Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit. ” 2017. Web. 20 May 2019.

Vancouver:

Sikotane GM. Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit. [Internet] [Thesis]. University of Zululand; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10530/1596.

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

Council of Science Editors:

Sikotane GM. Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit. [Thesis]. University of Zululand; 2017. Available from: http://hdl.handle.net/10530/1596

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

8. Manzanares, Elmer Celso. English Teachers and English Language Learners in Middle School Classrooms: Perspectives and Practices.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

  Public school classrooms in the United States are composed of an increasingly diverse population of learners. The number of students with limited proficiency in… (more)

Subjects/Keywords: ELL; English Language Learners; Mainstream Students; Educational Administration and Supervision

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

APA (6th Edition):

Manzanares, E. C. (2009). English Teachers and English Language Learners in Middle School Classrooms: Perspectives and Practices. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/867

Chicago Manual of Style (16th Edition):

Manzanares, Elmer Celso. “English Teachers and English Language Learners in Middle School Classrooms: Perspectives and Practices.” 2009. Doctoral Dissertation, U of Denver. Accessed May 20, 2019. https://digitalcommons.du.edu/etd/867.

MLA Handbook (7th Edition):

Manzanares, Elmer Celso. “English Teachers and English Language Learners in Middle School Classrooms: Perspectives and Practices.” 2009. Web. 20 May 2019.

Vancouver:

Manzanares EC. English Teachers and English Language Learners in Middle School Classrooms: Perspectives and Practices. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 May 20]. Available from: https://digitalcommons.du.edu/etd/867.

Council of Science Editors:

Manzanares EC. English Teachers and English Language Learners in Middle School Classrooms: Perspectives and Practices. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/867


University of South Africa

9. Skrebneva, Iliana Viktorovna. Supporting deaf learnes in inclusive education settings in South Africa .

Degree: 2010, University of South Africa

 The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack… (more)

Subjects/Keywords: Practical guidelines; Deaf learners; Mainstream educators; Bilingual approach

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APA (6th Edition):

Skrebneva, I. V. (2010). Supporting deaf learnes in inclusive education settings in South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3836

Chicago Manual of Style (16th Edition):

Skrebneva, Iliana Viktorovna. “Supporting deaf learnes in inclusive education settings in South Africa .” 2010. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/3836.

MLA Handbook (7th Edition):

Skrebneva, Iliana Viktorovna. “Supporting deaf learnes in inclusive education settings in South Africa .” 2010. Web. 20 May 2019.

Vancouver:

Skrebneva IV. Supporting deaf learnes in inclusive education settings in South Africa . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/3836.

Council of Science Editors:

Skrebneva IV. Supporting deaf learnes in inclusive education settings in South Africa . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3836


North-West University

10. Van Niekerk, Surika. Multiple intelligence profiles of learners with attention-deficit/hyperactivity disorder (ADHD) / by Surika van Niekerk .

Degree: 2009, North-West University

 Although Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders, occurring in about three to five percent of the school-going population, there is… (more)

Subjects/Keywords: Multiple intelligences; Attention-deficit/hyperactivity disorder (ADHD); Teaching learners with ADHD

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

APA (6th Edition):

Van Niekerk, S. (2009). Multiple intelligence profiles of learners with attention-deficit/hyperactivity disorder (ADHD) / by Surika van Niekerk . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/3675

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):

Van Niekerk, Surika. “Multiple intelligence profiles of learners with attention-deficit/hyperactivity disorder (ADHD) / by Surika van Niekerk .” 2009. Thesis, North-West University. Accessed May 20, 2019. http://hdl.handle.net/10394/3675.

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

MLA Handbook (7th Edition):

Van Niekerk, Surika. “Multiple intelligence profiles of learners with attention-deficit/hyperactivity disorder (ADHD) / by Surika van Niekerk .” 2009. Web. 20 May 2019.

Vancouver:

Van Niekerk S. Multiple intelligence profiles of learners with attention-deficit/hyperactivity disorder (ADHD) / by Surika van Niekerk . [Internet] [Thesis]. North-West University; 2009. [cited 2019 May 20]. Available from: http://hdl.handle.net/10394/3675.

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

Council of Science Editors:

Van Niekerk S. Multiple intelligence profiles of learners with attention-deficit/hyperactivity disorder (ADHD) / by Surika van Niekerk . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/3675

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


AUT University

11. Mullane, Tania Mary. Tutors without borders: meeting the needs of Maori learners in a mainstream tertiary organisation .

Degree: 2011, AUT University

 Success of Māori learners within a mainstream tertiary organisation is not only a government priority, but is the present focus of all tertiary organisations within… (more)

Subjects/Keywords: Maori learners; Foundation learning; Mainstream tertiary organisation; Core Maori values; Maori tutors; Non-Maori tutors

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APA (6th Edition):

Mullane, T. M. (2011). Tutors without borders: meeting the needs of Maori learners in a mainstream tertiary organisation . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/2112

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):

Mullane, Tania Mary. “Tutors without borders: meeting the needs of Maori learners in a mainstream tertiary organisation .” 2011. Thesis, AUT University. Accessed May 20, 2019. http://hdl.handle.net/10292/2112.

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

MLA Handbook (7th Edition):

Mullane, Tania Mary. “Tutors without borders: meeting the needs of Maori learners in a mainstream tertiary organisation .” 2011. Web. 20 May 2019.

Vancouver:

Mullane TM. Tutors without borders: meeting the needs of Maori learners in a mainstream tertiary organisation . [Internet] [Thesis]. AUT University; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10292/2112.

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

Council of Science Editors:

Mullane TM. Tutors without borders: meeting the needs of Maori learners in a mainstream tertiary organisation . [Thesis]. AUT University; 2011. Available from: http://hdl.handle.net/10292/2112

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


University of Nairobi

12. Bunoro, J. F. Teacher Characteristics Influencing Performance Of special Needs Learners In The Mainstream Public Primary Schools In Kakamega East Sub – County, Kenya .

Degree: 2016, University of Nairobi

 The purpose of this study was to investigate teachers characteristics influencing performance of special needs learners in the mainstream public primary schools in Kakamega East… (more)

Subjects/Keywords: Teacher Characteristics Influencing Performance Ofspecial Needs Learners In The Mainstream Public Primary Schools

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

APA (6th Edition):

Bunoro, J. F. (2016). Teacher Characteristics Influencing Performance Of special Needs Learners In The Mainstream Public Primary Schools In Kakamega East Sub – County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/100338

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):

Bunoro, J F. “Teacher Characteristics Influencing Performance Of special Needs Learners In The Mainstream Public Primary Schools In Kakamega East Sub – County, Kenya .” 2016. Thesis, University of Nairobi. Accessed May 20, 2019. http://hdl.handle.net/11295/100338.

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

MLA Handbook (7th Edition):

Bunoro, J F. “Teacher Characteristics Influencing Performance Of special Needs Learners In The Mainstream Public Primary Schools In Kakamega East Sub – County, Kenya .” 2016. Web. 20 May 2019.

Vancouver:

Bunoro JF. Teacher Characteristics Influencing Performance Of special Needs Learners In The Mainstream Public Primary Schools In Kakamega East Sub – County, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/11295/100338.

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

Council of Science Editors:

Bunoro JF. Teacher Characteristics Influencing Performance Of special Needs Learners In The Mainstream Public Primary Schools In Kakamega East Sub – County, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/100338

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


Georgia State University

13. Ruiz, Amanda M. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are… (more)

Subjects/Keywords: English language learners; secondary students; ELLs in the mainstream; mainstreaming; ESOL; inclusion; Education

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

APA (6th Edition):

Ruiz, A. M. (2011). Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/75

Chicago Manual of Style (16th Edition):

Ruiz, Amanda M. “Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.” 2011. Doctoral Dissertation, Georgia State University. Accessed May 20, 2019. https://scholarworks.gsu.edu/msit_diss/75.

MLA Handbook (7th Edition):

Ruiz, Amanda M. “Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.” 2011. Web. 20 May 2019.

Vancouver:

Ruiz AM. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 May 20]. Available from: https://scholarworks.gsu.edu/msit_diss/75.

Council of Science Editors:

Ruiz AM. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/75


University of Toronto

14. Trahey, Martha. Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners.

Degree: PhD, 2016, University of Toronto

 Educating English language learners (ELLs) has increasingly become a challenge for schools outside major cities in Canada. ELLs in such contexts are swiftly integrated into… (more)

Subjects/Keywords: Adolescent; English language learners; Form-focused instruction; Grammatical development; Mainstream; Secondary; 0515

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APA (6th Edition):

Trahey, M. (2016). Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/77405

Chicago Manual of Style (16th Edition):

Trahey, Martha. “Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners.” 2016. Doctoral Dissertation, University of Toronto. Accessed May 20, 2019. http://hdl.handle.net/1807/77405.

MLA Handbook (7th Edition):

Trahey, Martha. “Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners.” 2016. Web. 20 May 2019.

Vancouver:

Trahey M. Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/1807/77405.

Council of Science Editors:

Trahey M. Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/77405

15. Belczowski, Bonnie. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.

Degree: M. Ed., Education, 2013, National Library of Canada

  Research indicates that a significant proportion of adolescent students have a concurrent disorder that is significant enough to cause social or educational impairment. Thus… (more)

Subjects/Keywords: Health and environmental sciences; Education; Adolescents; Concurrent disorders; Mainstream classroom; Perceptions; Student success; Teachers

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

APA (6th Edition):

Belczowski, B. (2013). Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4860

Chicago Manual of Style (16th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Masters Thesis, National Library of Canada. Accessed May 20, 2019. http://scholar.uwindsor.ca/etd/4860.

MLA Handbook (7th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Web. 20 May 2019.

Vancouver:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Internet] [Masters thesis]. National Library of Canada; 2013. [cited 2019 May 20]. Available from: http://scholar.uwindsor.ca/etd/4860.

Council of Science Editors:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Masters Thesis]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4860


University of Windsor

16. Belczowski, Bonnie. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.

Degree: M. Ed., Education, 2013, University of Windsor

  Research indicates that a significant proportion of adolescent students have a concurrent disorder that is significant enough to cause social or educational impairment. Thus… (more)

Subjects/Keywords: Health and environmental sciences; Education; Adolescents; Concurrent disorders; Mainstream classroom; Perceptions; Student success; Teachers

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

APA (6th Edition):

Belczowski, B. (2013). Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/4860

Chicago Manual of Style (16th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Masters Thesis, University of Windsor. Accessed May 20, 2019. https://scholar.uwindsor.ca/etd/4860.

MLA Handbook (7th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Web. 20 May 2019.

Vancouver:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Internet] [Masters thesis]. University of Windsor; 2013. [cited 2019 May 20]. Available from: https://scholar.uwindsor.ca/etd/4860.

Council of Science Editors:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Masters Thesis]. University of Windsor; 2013. Available from: https://scholar.uwindsor.ca/etd/4860

17. Wilson, Elizabeth A. Practical Classroom Strategies for Mainstream Teachers to Use with LEP Studetns.

Degree: MA, English, 2001, St. Cloud State University

  The number of Limited English Proficient (LEP} students in American schools is increasing. School districts, ESL professionals. and mainstream teachers are all being called… (more)

Subjects/Keywords: Classroom strategies; Mainstream teachers; LEP students

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

APA (6th Edition):

Wilson, E. A. (2001). Practical Classroom Strategies for Mainstream Teachers to Use with LEP Studetns. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/79

Chicago Manual of Style (16th Edition):

Wilson, Elizabeth A. “Practical Classroom Strategies for Mainstream Teachers to Use with LEP Studetns.” 2001. Masters Thesis, St. Cloud State University. Accessed May 20, 2019. https://repository.stcloudstate.edu/engl_etds/79.

MLA Handbook (7th Edition):

Wilson, Elizabeth A. “Practical Classroom Strategies for Mainstream Teachers to Use with LEP Studetns.” 2001. Web. 20 May 2019.

Vancouver:

Wilson EA. Practical Classroom Strategies for Mainstream Teachers to Use with LEP Studetns. [Internet] [Masters thesis]. St. Cloud State University; 2001. [cited 2019 May 20]. Available from: https://repository.stcloudstate.edu/engl_etds/79.

Council of Science Editors:

Wilson EA. Practical Classroom Strategies for Mainstream Teachers to Use with LEP Studetns. [Masters Thesis]. St. Cloud State University; 2001. Available from: https://repository.stcloudstate.edu/engl_etds/79


Malmö University

18. Kotte, Elaine. Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv .

Degree: Malmö University. School development and Leadership (SOL), 2017, Malmö University

 The notion of inclusion is not a simple matter to define. It will mean different things to different people at different occasions. In school, inclusive… (more)

Subjects/Keywords: Collegial collaboration; differentiated teaching; inclusive education; lesson planning; mainstream classroom; teachers’ perceptions; teaching

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

APA (6th Edition):

Kotte, E. (2017). Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/23228

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):

Kotte, Elaine. “Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv .” 2017. Thesis, Malmö University. Accessed May 20, 2019. http://hdl.handle.net/2043/23228.

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

MLA Handbook (7th Edition):

Kotte, Elaine. “Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv .” 2017. Web. 20 May 2019.

Vancouver:

Kotte E. Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv . [Internet] [Thesis]. Malmö University; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/2043/23228.

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

Council of Science Editors:

Kotte E. Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv . [Thesis]. Malmö University; 2017. Available from: http://hdl.handle.net/2043/23228

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


North-West University

19. Stewart, Tracey-Jane. Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart .

Degree: 2006, North-West University

 Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not… (more)

Subjects/Keywords: ADHD learners; Inclusion; Guidelines

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

APA (6th Edition):

Stewart, T. (2006). Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1055

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):

Stewart, Tracey-Jane. “Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart .” 2006. Thesis, North-West University. Accessed May 20, 2019. http://hdl.handle.net/10394/1055.

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

MLA Handbook (7th Edition):

Stewart, Tracey-Jane. “Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart .” 2006. Web. 20 May 2019.

Vancouver:

Stewart T. Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart . [Internet] [Thesis]. North-West University; 2006. [cited 2019 May 20]. Available from: http://hdl.handle.net/10394/1055.

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

Council of Science Editors:

Stewart T. Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart . [Thesis]. North-West University; 2006. Available from: http://hdl.handle.net/10394/1055

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


University of South Africa

20. Beart, Karena Anne. The influence of yoga on learners with attention deficit hyperactive disorder .

Degree: 2010, University of South Africa

 The aim of this study was to explore the influence of yoga on learners with ADHD. In order to reach the aim of this study,… (more)

Subjects/Keywords: ADHD; Yoga; Self-esteem; Agression; Concentration; Learners; Anxiety

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

APA (6th Edition):

Beart, K. A. (2010). The influence of yoga on learners with attention deficit hyperactive disorder . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3592

Chicago Manual of Style (16th Edition):

Beart, Karena Anne. “The influence of yoga on learners with attention deficit hyperactive disorder .” 2010. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/3592.

MLA Handbook (7th Edition):

Beart, Karena Anne. “The influence of yoga on learners with attention deficit hyperactive disorder .” 2010. Web. 20 May 2019.

Vancouver:

Beart KA. The influence of yoga on learners with attention deficit hyperactive disorder . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/3592.

Council of Science Editors:

Beart KA. The influence of yoga on learners with attention deficit hyperactive disorder . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3592

21. 감, 혜진. Analysis of Activity Pattern of Children Attending Elementary School, and Development of a Prediction Model Based on Data Mining Approach for ADHD Screening.

Degree: 2011, Ajou University

Questionnaire-based attention deficit disorder with hyperactivity (ADHD) screening tests may not always be objective or accurate, owing to both subjectivity and prejudice. Despite attempts to… (more)

Subjects/Keywords: ADHD; Activity Monitoring; Activity Level; Classroom behavior; 활동분석; 데이터 마이닝; 학교환경

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

APA (6th Edition):

감, . (2011). Analysis of Activity Pattern of Children Attending Elementary School, and Development of a Prediction Model Based on Data Mining Approach for ADHD Screening. (Thesis). Ajou University. Retrieved from http://repository.ajou.ac.kr/handle/201003/4324 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000011227

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):

감, 혜진. “Analysis of Activity Pattern of Children Attending Elementary School, and Development of a Prediction Model Based on Data Mining Approach for ADHD Screening.” 2011. Thesis, Ajou University. Accessed May 20, 2019. http://repository.ajou.ac.kr/handle/201003/4324 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000011227.

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

MLA Handbook (7th Edition):

감, 혜진. “Analysis of Activity Pattern of Children Attending Elementary School, and Development of a Prediction Model Based on Data Mining Approach for ADHD Screening.” 2011. Web. 20 May 2019.

Vancouver:

감 . Analysis of Activity Pattern of Children Attending Elementary School, and Development of a Prediction Model Based on Data Mining Approach for ADHD Screening. [Internet] [Thesis]. Ajou University; 2011. [cited 2019 May 20]. Available from: http://repository.ajou.ac.kr/handle/201003/4324 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000011227.

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

Council of Science Editors:

감 . Analysis of Activity Pattern of Children Attending Elementary School, and Development of a Prediction Model Based on Data Mining Approach for ADHD Screening. [Thesis]. Ajou University; 2011. Available from: http://repository.ajou.ac.kr/handle/201003/4324 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000011227

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


SUNY College at Brockport

22. German, Samantha. The Use of iPads in the Literacy Learning of Students with ADHD.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  This research explores the use of literacy learning with technological devices with students with Attention Deficit Hyperactivity Disorder (ADHD). The purpose of this research… (more)

Subjects/Keywords: ADHD; Technology; iPads; Literacy; Classroom; Devices; Engagement; Comprehension; Education

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

APA (6th Edition):

German, S. (2017). The Use of iPads in the Literacy Learning of Students with ADHD. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/764

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):

German, Samantha. “The Use of iPads in the Literacy Learning of Students with ADHD.” 2017. Thesis, SUNY College at Brockport. Accessed May 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/764.

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

MLA Handbook (7th Edition):

German, Samantha. “The Use of iPads in the Literacy Learning of Students with ADHD.” 2017. Web. 20 May 2019.

Vancouver:

German S. The Use of iPads in the Literacy Learning of Students with ADHD. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 May 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/764.

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

Council of Science Editors:

German S. The Use of iPads in the Literacy Learning of Students with ADHD. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/764

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


Texas A&M University

23. Garza, Jr., Tiberio. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.

Degree: 2015, Texas A&M University

 The purpose of this dissertation study was to describe teacher pedagogy through the use of systematic review, observation data, and to comment on causal structure.… (more)

Subjects/Keywords: Project MSSELL; English language learners; Classroom observation instruments

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

APA (6th Edition):

Garza, Jr., T. (2015). Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155076

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):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/155076.

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

MLA Handbook (7th Edition):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Web. 20 May 2019.

Vancouver:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/155076.

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

Council of Science Editors:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155076

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


Utah State University

24. Adams, Janet. What is the Lived Experience of the Learners in a Coteaching Classroom?.

Degree: Doctor of Education (EdD), Education, 2012, Utah State University

  The purpose of this study was to describe the lived experiences of the learners in a fifth-grade coteaching classroom. Because the practice of coteaching… (more)

Subjects/Keywords: Experience; Learners; Coteaching; Classroom; Curriculum and Instruction; Education

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

APA (6th Edition):

Adams, J. (2012). What is the Lived Experience of the Learners in a Coteaching Classroom?. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1233

Chicago Manual of Style (16th Edition):

Adams, Janet. “What is the Lived Experience of the Learners in a Coteaching Classroom?.” 2012. Doctoral Dissertation, Utah State University. Accessed May 20, 2019. https://digitalcommons.usu.edu/etd/1233.

MLA Handbook (7th Edition):

Adams, Janet. “What is the Lived Experience of the Learners in a Coteaching Classroom?.” 2012. Web. 20 May 2019.

Vancouver:

Adams J. What is the Lived Experience of the Learners in a Coteaching Classroom?. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 May 20]. Available from: https://digitalcommons.usu.edu/etd/1233.

Council of Science Editors:

Adams J. What is the Lived Experience of the Learners in a Coteaching Classroom?. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1233


California State University – Sacramento

25. Hubbard, Danielle A. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This study was conducted to establish the effectiveness of utilizing differentiated instruction among English Language Learners at the secondary level in an English language arts… (more)

Subjects/Keywords: English language learners; Gender development; Differentiated instruction; Classroom instruction; Learning styles

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

APA (6th Edition):

Hubbard, D. A. (2010). A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/687

Chicago Manual of Style (16th Edition):

Hubbard, Danielle A. “A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.” 2010. Masters Thesis, California State University – Sacramento. Accessed May 20, 2019. http://hdl.handle.net/10211.9/687.

MLA Handbook (7th Edition):

Hubbard, Danielle A. “A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.” 2010. Web. 20 May 2019.

Vancouver:

Hubbard DA. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.9/687.

Council of Science Editors:

Hubbard DA. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/687


North-West University

26. Eloff, Cecile Henriette. Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff .

Degree: 2009, North-West University

 Due to the extent of disciplinary problems in South African schools today, there is a growing need among all shareholders in education to understand which… (more)

Subjects/Keywords: Misconduct; Learners school discipline; Learner discipline; Education; Human rights; Classroom management

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

APA (6th Edition):

Eloff, C. H. (2009). Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2876

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):

Eloff, Cecile Henriette. “Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff .” 2009. Thesis, North-West University. Accessed May 20, 2019. http://hdl.handle.net/10394/2876.

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

MLA Handbook (7th Edition):

Eloff, Cecile Henriette. “Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff .” 2009. Web. 20 May 2019.

Vancouver:

Eloff CH. Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff . [Internet] [Thesis]. North-West University; 2009. [cited 2019 May 20]. Available from: http://hdl.handle.net/10394/2876.

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

Council of Science Editors:

Eloff CH. Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/2876

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


Loyola University Chicago

27. Griskell, Holly. Assessing English Language Learners' Motivation to Participate in Classroom Discussion.

Degree: MA, Psychology, 2018, Loyola University Chicago

  This study assesses sixth-grade Spanish-speaking English Language Learners' (ELLs'; m age = 12.15 years old) participation and motivation to participate in classroom discussion through… (more)

Subjects/Keywords: Bi-literacy; Classroom discussion; English Language Learners; Motivation; Psychology

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

APA (6th Edition):

Griskell, H. (2018). Assessing English Language Learners' Motivation to Participate in Classroom Discussion. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3675

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):

Griskell, Holly. “Assessing English Language Learners' Motivation to Participate in Classroom Discussion.” 2018. Thesis, Loyola University Chicago. Accessed May 20, 2019. https://ecommons.luc.edu/luc_theses/3675.

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

MLA Handbook (7th Edition):

Griskell, Holly. “Assessing English Language Learners' Motivation to Participate in Classroom Discussion.” 2018. Web. 20 May 2019.

Vancouver:

Griskell H. Assessing English Language Learners' Motivation to Participate in Classroom Discussion. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 May 20]. Available from: https://ecommons.luc.edu/luc_theses/3675.

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

Council of Science Editors:

Griskell H. Assessing English Language Learners' Motivation to Participate in Classroom Discussion. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3675

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

28. Martinez, Nancy. Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  This paper examines the need to add indicators to the current teacher evaluation system that are specific to English Language Learners (ELLs). Florida teacher… (more)

Subjects/Keywords: Teacher Evaluation; English Language Learners; Differentiated Protocols; Mainstream Classes; Education; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Martinez, N. (2014). Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/98

Chicago Manual of Style (16th Edition):

Martinez, Nancy. “Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan.” 2014. Doctoral Dissertation, National-Louis University. Accessed May 20, 2019. http://digitalcommons.nl.edu/diss/98.

MLA Handbook (7th Edition):

Martinez, Nancy. “Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan.” 2014. Web. 20 May 2019.

Vancouver:

Martinez N. Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 May 20]. Available from: http://digitalcommons.nl.edu/diss/98.

Council of Science Editors:

Martinez N. Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Change Leadership Plan. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/98

29. Martinez, Nancy. Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  The focus of this study is on teacher evaluation systems. I examine the various teacher evaluation system currently implemented in Florida. These teacher evaluation… (more)

Subjects/Keywords: Teacher Evaluation; English Language Learners; Differentiated Protocols; Mainstream Classes; Education; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Martinez, N. (2014). Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/102

Chicago Manual of Style (16th Edition):

Martinez, Nancy. “Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed May 20, 2019. http://digitalcommons.nl.edu/diss/102.

MLA Handbook (7th Edition):

Martinez, Nancy. “Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document.” 2014. Web. 20 May 2019.

Vancouver:

Martinez N. Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 May 20]. Available from: http://digitalcommons.nl.edu/diss/102.

Council of Science Editors:

Martinez N. Teacher and Evaluator Perspectives on the Teacher Evaluation Process for Teachers of English Language Learners: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/102


University of Houston

30. -8131-2799. Social Studies Teachers' Perceptions of English Language Learners in the Mainstream Classroom.

Degree: Curriculum and Instruction, Department of, University of Houston

 Background: Have the monolingual practices of the United States contributed to the academic disparity and inept literacy levels between native English speakers and non-native English… (more)

Subjects/Keywords: mainstream; English Language Learners; Social Studies; teachers

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

APA (6th Edition):

-8131-2799. (n.d.). Social Studies Teachers' Perceptions of English Language Learners in the Mainstream Classroom. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2852

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-8131-2799. “Social Studies Teachers' Perceptions of English Language Learners in the Mainstream Classroom.” Thesis, University of Houston. Accessed May 20, 2019. http://hdl.handle.net/10657/2852.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-8131-2799. “Social Studies Teachers' Perceptions of English Language Learners in the Mainstream Classroom.” Web. 20 May 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-8131-2799. Social Studies Teachers' Perceptions of English Language Learners in the Mainstream Classroom. [Internet] [Thesis]. University of Houston; [cited 2019 May 20]. Available from: http://hdl.handle.net/10657/2852.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

-8131-2799. Social Studies Teachers' Perceptions of English Language Learners in the Mainstream Classroom. [Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2852

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

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