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Dept: Education  University: UCLA

You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 25 of 25 total matches.

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1. Chanjavanakul, Natpat. Medium of Instruction in Thai Science Learning.

Degree: Education, 2013, UCLA

 The goal of this study is to compare classroom discourse in Thai 9th grade science lessons with English or Thai as a medium of instruction.… (more)

Subjects/Keywords: Educational psychology; Bilingual education; Science education; Bilingual education; Classroom discourse; Discourse analysis; English language learners; Medium of instruction; Secondary education

…similarities and differences of classroom interactions during Thaimedium and English-medium science… …classroom discourse and provide recommendations for future research, practice and policy. As a… …Literature Review This study focuses on Thai students as English language learners (ELLs)… …hypotheses support the importance of L1 to L2 acquisition. In countries where mainstream students… …Hogan & Corey, 2001; Lee & Fradd, 1998). In classroom science, “the mastery of science is… 

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APA (6th Edition):

Chanjavanakul, N. (2013). Medium of Instruction in Thai Science Learning. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9w059277

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):

Chanjavanakul, Natpat. “Medium of Instruction in Thai Science Learning.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/9w059277.

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

MLA Handbook (7th Edition):

Chanjavanakul, Natpat. “Medium of Instruction in Thai Science Learning.” 2013. Web. 25 Aug 2019.

Vancouver:

Chanjavanakul N. Medium of Instruction in Thai Science Learning. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/9w059277.

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

Council of Science Editors:

Chanjavanakul N. Medium of Instruction in Thai Science Learning. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/9w059277

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


UCLA

2. Gibson, Katharine Lee. Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems.

Degree: Education, 2015, UCLA

 ABSTRACT OF THE DISSERTATIONEfficacy of a Self-Monitoring Intervention for College Students with Attention Problems byKatharine Lee GibsonDoctor of Education University of California, Los Angeles, 2015Professor… (more)

Subjects/Keywords: Special education; Educational psychology; Psychology; ADHD and technology; attention regulation; College students with ADHD; mind-wandering and ADHD; self-monitoirng; self-regulation

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APA (6th Edition):

Gibson, K. L. (2015). Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/77j3q163

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):

Gibson, Katharine Lee. “Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems.” 2015. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/77j3q163.

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

MLA Handbook (7th Edition):

Gibson, Katharine Lee. “Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems.” 2015. Web. 25 Aug 2019.

Vancouver:

Gibson KL. Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/77j3q163.

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

Council of Science Editors:

Gibson KL. Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/77j3q163

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


UCLA

3. Cervantes, Laura A. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.

Degree: Education, 2015, UCLA

 Recently, a great deal of attention has been paid to the disproportionate incarceration of people of color, and the role schools play in perpetuating this… (more)

Subjects/Keywords: Education; Classroom behavior; School-to-prison pipeline

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APA (6th Edition):

Cervantes, L. A. (2015). Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6m81f9c8

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):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/6m81f9c8.

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

MLA Handbook (7th Edition):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Web. 25 Aug 2019.

Vancouver:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/6m81f9c8.

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

Council of Science Editors:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/6m81f9c8

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


UCLA

4. Krueger, Kathryne Kelley. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality.

Degree: Education, 2013, UCLA

 Minimally verbal school aged children with autism (MVSACwA) receive the bulk of their behavioral and academic support in schools yet we know little about the… (more)

Subjects/Keywords: Special education; Communication; Educational psychology; Autism; Classroom Observation; Classroom Quality; Communication; Minimally Verbal; Primary Education

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APA (6th Edition):

Krueger, K. K. (2013). Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1329g9pk

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):

Krueger, Kathryne Kelley. “Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/1329g9pk.

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

MLA Handbook (7th Edition):

Krueger, Kathryne Kelley. “Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality.” 2013. Web. 25 Aug 2019.

Vancouver:

Krueger KK. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/1329g9pk.

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

Council of Science Editors:

Krueger KK. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1329g9pk

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


UCLA

5. Blackstock-Bernstein, Anne. The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations.

Degree: Education, 2014, UCLA

 As new academic standards and assessments are being implemented in the majority of U.S. states in 2014, students are being required to communicate effectively about… (more)

Subjects/Keywords: Education; Linguistics; Language; elementary school; English learners; explanations; language; mathematics; pragmatics

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APA (6th Edition):

Blackstock-Bernstein, A. (2014). The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1xh8m90k

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):

Blackstock-Bernstein, Anne. “The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations.” 2014. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/1xh8m90k.

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

MLA Handbook (7th Edition):

Blackstock-Bernstein, Anne. “The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations.” 2014. Web. 25 Aug 2019.

Vancouver:

Blackstock-Bernstein A. The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/1xh8m90k.

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

Council of Science Editors:

Blackstock-Bernstein A. The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/1xh8m90k

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

6. Chang, Ya-Chih. An Exploration of Joint Attention and Friendship in Preschool Children with Autism.

Degree: Education, 2012, UCLA

 Children begin to show preferences for specific playmates as early as the first two years of life. Children with autism spectrum disorder (ASD) have difficulty… (more)

Subjects/Keywords: Educational psychology; Autism Spectrum Disorders; Friendship; Joint Attention; Mainstream; Preschool

…group intervention to children (ages 6-12) with various diagnoses including, ADHD… …recommendations to teachers in training to accommodate children with autism in classroom settings… …without disabilities in different inclusive classroom settings (Buysse, Goldman, & Skinner… …classroom settings (i.e., specialized vs. general child care programs). 6 Friendships… …reported positive social outcomes in integrated classroom settings. Children with disabilities… 

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APA (6th Edition):

Chang, Y. (2012). An Exploration of Joint Attention and Friendship in Preschool Children with Autism. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6rs1r6cc

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):

Chang, Ya-Chih. “An Exploration of Joint Attention and Friendship in Preschool Children with Autism.” 2012. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/6rs1r6cc.

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

MLA Handbook (7th Edition):

Chang, Ya-Chih. “An Exploration of Joint Attention and Friendship in Preschool Children with Autism.” 2012. Web. 25 Aug 2019.

Vancouver:

Chang Y. An Exploration of Joint Attention and Friendship in Preschool Children with Autism. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/6rs1r6cc.

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

Council of Science Editors:

Chang Y. An Exploration of Joint Attention and Friendship in Preschool Children with Autism. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/6rs1r6cc

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


UCLA

7. Sturm, Alexandra Noelle. Applications of Item Response Theory to Clinical ADHD Research: Analysis of the Hierarchical Structure of ADHD Symptoms and Increased Precision of Treatment Effect Estimation.

Degree: Education, 2016, UCLA

 Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder with childhood onset that confers greater risk for many negative outcomes including future psychopathology, increased risk for substance… (more)

Subjects/Keywords: Psychology; Quantitative psychology; Developmental psychology; ADHD; adolescent; child; item response theory; pharmacotherapy; randomized controlled trials

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APA (6th Edition):

Sturm, A. N. (2016). Applications of Item Response Theory to Clinical ADHD Research: Analysis of the Hierarchical Structure of ADHD Symptoms and Increased Precision of Treatment Effect Estimation. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5gw5t0xr

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):

Sturm, Alexandra Noelle. “Applications of Item Response Theory to Clinical ADHD Research: Analysis of the Hierarchical Structure of ADHD Symptoms and Increased Precision of Treatment Effect Estimation.” 2016. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/5gw5t0xr.

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

MLA Handbook (7th Edition):

Sturm, Alexandra Noelle. “Applications of Item Response Theory to Clinical ADHD Research: Analysis of the Hierarchical Structure of ADHD Symptoms and Increased Precision of Treatment Effect Estimation.” 2016. Web. 25 Aug 2019.

Vancouver:

Sturm AN. Applications of Item Response Theory to Clinical ADHD Research: Analysis of the Hierarchical Structure of ADHD Symptoms and Increased Precision of Treatment Effect Estimation. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/5gw5t0xr.

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

Council of Science Editors:

Sturm AN. Applications of Item Response Theory to Clinical ADHD Research: Analysis of the Hierarchical Structure of ADHD Symptoms and Increased Precision of Treatment Effect Estimation. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/5gw5t0xr

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


UCLA

8. Miller, Rosemary Anne. Development of a Growth Mindset Approach to Reading Instruction.

Degree: Education, 2019, UCLA

 This action research study guided teachers in the development of a growth mindset approach to reading instruction during 4 pivotal years of reading development. To… (more)

Subjects/Keywords: Education; Reading instruction; Pedagogy; Elementary Education; English Learners; Growth Mindset; Pedagogy; Professional Learning; Reading

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APA (6th Edition):

Miller, R. A. (2019). Development of a Growth Mindset Approach to Reading Instruction. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9sv130bq

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):

Miller, Rosemary Anne. “Development of a Growth Mindset Approach to Reading Instruction.” 2019. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/9sv130bq.

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

MLA Handbook (7th Edition):

Miller, Rosemary Anne. “Development of a Growth Mindset Approach to Reading Instruction.” 2019. Web. 25 Aug 2019.

Vancouver:

Miller RA. Development of a Growth Mindset Approach to Reading Instruction. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/9sv130bq.

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

Council of Science Editors:

Miller RA. Development of a Growth Mindset Approach to Reading Instruction. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/9sv130bq

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


UCLA

9. Cassity, Justin Gregory. Continuing education in the California State University system: A case study exploration of the role and practices of one extended education unit.

Degree: Education, 2013, UCLA

 Higher education is experiencing a time of unprecedented disruption. Growing public dissatisfaction, declining state and federal funding, increased state and federal regulation, and technological innovations… (more)

Subjects/Keywords: Continuing education; Adult education; Higher education administration; adult education; continuing education; continuing higher education; disruptive innovation; extended education; post-traditional learners

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APA (6th Edition):

Cassity, J. G. (2013). Continuing education in the California State University system: A case study exploration of the role and practices of one extended education unit. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/13k8d2mz

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):

Cassity, Justin Gregory. “Continuing education in the California State University system: A case study exploration of the role and practices of one extended education unit.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/13k8d2mz.

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

MLA Handbook (7th Edition):

Cassity, Justin Gregory. “Continuing education in the California State University system: A case study exploration of the role and practices of one extended education unit.” 2013. Web. 25 Aug 2019.

Vancouver:

Cassity JG. Continuing education in the California State University system: A case study exploration of the role and practices of one extended education unit. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/13k8d2mz.

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

Council of Science Editors:

Cassity JG. Continuing education in the California State University system: A case study exploration of the role and practices of one extended education unit. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/13k8d2mz

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


UCLA

10. Gose, Robin Margaretha. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School.

Degree: Education, 2013, UCLA

 English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section… (more)

Subjects/Keywords: Education; Science education; English as a second language; academic language; dual language; English language learners; middle school; science education

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APA (6th Edition):

Gose, R. M. (2013). Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/256406qw

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):

Gose, Robin Margaretha. “Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/256406qw.

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

MLA Handbook (7th Edition):

Gose, Robin Margaretha. “Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School.” 2013. Web. 25 Aug 2019.

Vancouver:

Gose RM. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/256406qw.

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

Council of Science Editors:

Gose RM. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/256406qw

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


UCLA

11. Osipova, Anna Valentinovna. Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction.

Degree: Education, 2014, UCLA

 The present study investigated the impact of an ongoing and contextualized professional development (PD) model on the quality of academic language instruction delivered by pre-service… (more)

Subjects/Keywords: Special education; Teacher education; English as a second language; coaching; English Language Learners; Special education; Teacher training; video self-reflection; writing

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APA (6th Edition):

Osipova, A. V. (2014). Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7p79g50g

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):

Osipova, Anna Valentinovna. “Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction.” 2014. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/7p79g50g.

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

MLA Handbook (7th Edition):

Osipova, Anna Valentinovna. “Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction.” 2014. Web. 25 Aug 2019.

Vancouver:

Osipova AV. Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/7p79g50g.

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

Council of Science Editors:

Osipova AV. Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/7p79g50g

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


UCLA

12. Lee, Cindy Hsin-Yu. English Language Learners and Oral Language Anxiety: An Approach Using A Constructive Play Set.

Degree: Education, 2017, UCLA

 Studies have shown that on average, English language learners (ELLs) take seven to ten years under “optimal conditions” to acquire the language skills necessary to… (more)

Subjects/Keywords: English as a second language; Educational psychology; Developmental psychology; English language learners; language learning; manipulative; oral language anxiety

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APA (6th Edition):

Lee, C. H. (2017). English Language Learners and Oral Language Anxiety: An Approach Using A Constructive Play Set. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4qb9g57r

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):

Lee, Cindy Hsin-Yu. “English Language Learners and Oral Language Anxiety: An Approach Using A Constructive Play Set.” 2017. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/4qb9g57r.

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

MLA Handbook (7th Edition):

Lee, Cindy Hsin-Yu. “English Language Learners and Oral Language Anxiety: An Approach Using A Constructive Play Set.” 2017. Web. 25 Aug 2019.

Vancouver:

Lee CH. English Language Learners and Oral Language Anxiety: An Approach Using A Constructive Play Set. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/4qb9g57r.

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

Council of Science Editors:

Lee CH. English Language Learners and Oral Language Anxiety: An Approach Using A Constructive Play Set. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/4qb9g57r

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


UCLA

13. Carroll, Patricia Elaine. Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade.

Degree: Education, 2012, UCLA

 English language proficiency assessments are used to report English Language Learner (ELL) proficiency and progress, and classifications from these assessments help determine what educational services… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; Education policy; Assessment; Classification; Conjunctive; English Language Learners; English Language Proficiency; Validity

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APA (6th Edition):

Carroll, P. E. (2012). Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2332d3j5

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):

Carroll, Patricia Elaine. “Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade.” 2012. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/2332d3j5.

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

MLA Handbook (7th Edition):

Carroll, Patricia Elaine. “Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade.” 2012. Web. 25 Aug 2019.

Vancouver:

Carroll PE. Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/2332d3j5.

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

Council of Science Editors:

Carroll PE. Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/2332d3j5

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


UCLA

14. Cano, Sandra E. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma.

Degree: Education, 2018, UCLA

 This qualitative dual case study investigated the impact of the Sobrato English Academic Language (SEAL) Model on English learners’ acquisition of academic English language. This… (more)

Subjects/Keywords: Education; Academic Language; Culturally Responsive Practices; English Language Development; English Language Learners; Linguistically Responsive Practices; SEAL Model

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APA (6th Edition):

Cano, S. E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2k53b8nd

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):

Cano, Sandra E. “The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma.” 2018. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/2k53b8nd.

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

MLA Handbook (7th Edition):

Cano, Sandra E. “The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma.” 2018. Web. 25 Aug 2019.

Vancouver:

Cano SE. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/2k53b8nd.

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

Council of Science Editors:

Cano SE. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/2k53b8nd

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


UCLA

15. Johnson, Nicholas Charles. Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas.

Degree: Education, 2017, UCLA

 This case study examined competence in two third-grade classrooms where teachers centered children’s mathematical thinking in instructional decision-making. Offering a synthesis of sociocultural characterizations of… (more)

Subjects/Keywords: Mathematics education; Education; Classroom Practice; Cognitively Guided Instruction; Competence; Mathematics Education; Teaching and Learning; Urban Education

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APA (6th Edition):

Johnson, N. C. (2017). Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2s07d7fj

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):

Johnson, Nicholas Charles. “Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas.” 2017. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/2s07d7fj.

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

MLA Handbook (7th Edition):

Johnson, Nicholas Charles. “Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas.” 2017. Web. 25 Aug 2019.

Vancouver:

Johnson NC. Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/2s07d7fj.

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

Council of Science Editors:

Johnson NC. Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/2s07d7fj

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


UCLA

16. Meza, Douglas Renato. Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice.

Degree: Education, 2013, UCLA

 The objective of this study was to document teachers' and administrators' perceptions of how, if at all, LAUSD's new Teacher Growth and Development Cycle (TGDC)… (more)

Subjects/Keywords: Educational evaluation; Education policy; Educational leadership; classroom bservations; LAUSD; professional learning; school climate; school leadership; standards-based observation

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APA (6th Edition):

Meza, D. R. (2013). Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3k58q818

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):

Meza, Douglas Renato. “Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/3k58q818.

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

MLA Handbook (7th Edition):

Meza, Douglas Renato. “Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice.” 2013. Web. 25 Aug 2019.

Vancouver:

Meza DR. Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/3k58q818.

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

Council of Science Editors:

Meza DR. Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/3k58q818

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


UCLA

17. Gerber, Joanna. MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education.

Degree: Education, 2014, UCLA

 In the beginning rush of attention surrounding MOOCs (Massive Open Online Courses), there was considerable speculation regarding the ideal use and potential impact of this… (more)

Subjects/Keywords: Higher education; Pedagogy; Educational technology; early adopters; Flipped Classroom; Innovation diffusion; massive open online courses; MOOCs; Online Learning

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APA (6th Edition):

Gerber, J. (2014). MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4tw100jn

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):

Gerber, Joanna. “MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education.” 2014. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/4tw100jn.

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

MLA Handbook (7th Edition):

Gerber, Joanna. “MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education.” 2014. Web. 25 Aug 2019.

Vancouver:

Gerber J. MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/4tw100jn.

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

Council of Science Editors:

Gerber J. MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/4tw100jn

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


UCLA

18. Echols, Leslie. Victimization in the Middle School Context: Features of the Classroom Environment that Influence Social Status among Peers.

Degree: Education, 2013, UCLA

 This dissertation comprises two empirical studies that investigated the role of classroom context in peer victimization during middle school. In both studies, a novel methodology… (more)

Subjects/Keywords: Education; Educational psychology; Developmental psychology; Ability Grouping; Classroom Ethnic Composition; Friendship; Interdisciplinary Teaming; Middle School Transition; Peer Victimization

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APA (6th Edition):

Echols, L. (2013). Victimization in the Middle School Context: Features of the Classroom Environment that Influence Social Status among Peers. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9xp4m10k

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):

Echols, Leslie. “Victimization in the Middle School Context: Features of the Classroom Environment that Influence Social Status among Peers.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/9xp4m10k.

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

MLA Handbook (7th Edition):

Echols, Leslie. “Victimization in the Middle School Context: Features of the Classroom Environment that Influence Social Status among Peers.” 2013. Web. 25 Aug 2019.

Vancouver:

Echols L. Victimization in the Middle School Context: Features of the Classroom Environment that Influence Social Status among Peers. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/9xp4m10k.

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

Council of Science Editors:

Echols L. Victimization in the Middle School Context: Features of the Classroom Environment that Influence Social Status among Peers. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/9xp4m10k

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

19. Chang, Sandy. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students.

Degree: Education, 2013, UCLA

 As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations,… (more)

Subjects/Keywords: Education; Academic language; English language learners; Expository texts; Reading Comprehension

…Accommodation practices for English language learners in states’ mathematics assessments. Teachers… …assessments for English language learners (CSE Tech. Rep. No. 765). Los Angeles… …English language learners (ELLs) on math assessments: Do they add up? Paper presented… …instructional vocabulary: Views from five teachers of English language learners. Paper presented at… …struggle with reading achievement, but students who are English language learners (ELLs)… 

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

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APA (6th Edition):

Chang, S. (2013). Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4pz9b4s3

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):

Chang, Sandy. “Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/4pz9b4s3.

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

MLA Handbook (7th Edition):

Chang, Sandy. “Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students.” 2013. Web. 25 Aug 2019.

Vancouver:

Chang S. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/4pz9b4s3.

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

Council of Science Editors:

Chang S. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/4pz9b4s3

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

20. Baca, Gabriel Aristeo. Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era.

Degree: Education, 2014, UCLA

 Given the failure of traditional educational reform strategies, education organizing is increasingly seen by equity reformers as a promising alternative approach to attain more equitable… (more)

Subjects/Keywords: Education; Education policy; Education Organizing; English Learners; Policy Advocacy

…Education Organizing for English Learners 99 Table 6.1: Organizational Factors Contributing to… …practices for Limited English Proficient students or English learners • Reviewed and analyzed… …data for their secondary English learners Graduate Student Researcher, UCLA’s Institute for… …Language Learners • Evaluated grants under the Title VII State Grant Program authorized under the… …Accountability Gap: A New Approach for Equity-Focused Education Reform for English Learners… 

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APA (6th Edition):

Baca, G. A. (2014). Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/30x073dx

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):

Baca, Gabriel Aristeo. “Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era.” 2014. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/30x073dx.

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

MLA Handbook (7th Edition):

Baca, Gabriel Aristeo. “Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era.” 2014. Web. 25 Aug 2019.

Vancouver:

Baca GA. Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/30x073dx.

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

Council of Science Editors:

Baca GA. Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/30x073dx

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

21. Jin, Ling. Are Students Motivated to Forget Math?.

Degree: Education, 2016, UCLA

 Motivated forgetting describes the desire to avoid bringing to mind unpleasant memories that threaten the self and has been well supported by both clinical and… (more)

Subjects/Keywords: Education; Classroom stress; Forgetting; Identity threat; Math Performance; Memory

…students’ knowledge retention but the aversive experience they encounter within the classroom… 

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APA (6th Edition):

Jin, L. (2016). Are Students Motivated to Forget Math?. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3jj1t5hp

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):

Jin, Ling. “Are Students Motivated to Forget Math?.” 2016. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/3jj1t5hp.

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

MLA Handbook (7th Edition):

Jin, Ling. “Are Students Motivated to Forget Math?.” 2016. Web. 25 Aug 2019.

Vancouver:

Jin L. Are Students Motivated to Forget Math?. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/3jj1t5hp.

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

Council of Science Editors:

Jin L. Are Students Motivated to Forget Math?. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/3jj1t5hp

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

22. Ramirez, Gabriel Anthony. Classroom Design for Urban Students.

Degree: Education, 2014, UCLA

 This study investigated how modifying the physical design of the classroom could positively impact the behavioral engagement (on-task behavior) and anxiety levels of ninth and… (more)

Subjects/Keywords: Education; Educational psychology; anxiety; classroom design; on-task behavior

…Behavior 45 Anxiety in the Classroom 49 Chapter Four Summary 53 Chapter Five: Discussion… …including English Learners, Special Education, and GATE) • Develop school culture (i.e… …colleagues regarding better teaching practices, such as: Scaffold Strategies in Writing, Classroom… …Arts standards to classroom curriculum • Collaborated with colleagues to align English… …the classroom or school as a whole. The term “pushed out” implies that the student did not… 

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APA (6th Edition):

Ramirez, G. A. (2014). Classroom Design for Urban Students. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/91q4b0fr

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):

Ramirez, Gabriel Anthony. “Classroom Design for Urban Students.” 2014. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/91q4b0fr.

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

MLA Handbook (7th Edition):

Ramirez, Gabriel Anthony. “Classroom Design for Urban Students.” 2014. Web. 25 Aug 2019.

Vancouver:

Ramirez GA. Classroom Design for Urban Students. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/91q4b0fr.

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

Council of Science Editors:

Ramirez GA. Classroom Design for Urban Students. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/91q4b0fr

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

23. Sturm, Alexandra Noelle. Effects of Attention-Deficit/Hyperactivity Disorder and Anxiety on Attention, Working Memory, and Academic Achievement in Children and Adolescents: A Structural Equation Modeling Approach.

Degree: Education, 2013, UCLA

 Attention and working memory, two constructs that affect youth who have ADHD and anxiety, are essential in establishing automaticity and success in academic achievement. Using… (more)

Subjects/Keywords: Education; Psychology; achievement; ADHD; anxiety; attention; structural equation model; working memory

…21 Table 3: Anxiety Factor Means, Standard Deviations, and Correlations with ADHD …22… …2! Figure 2. A priori model of the relationship between symptoms of ADHD, symptoms of… …Theory14! Figure 3. Standardized coefficients for the model of ADHD symptoms, anxiety symptoms… …Equation Modeling Approach Attention-Deficit/Hyperactivity Disorder (ADHD) is an… …15 years of age are diagnosed with ADHD (Merikangas et al., 2010; Polanczyk, Silva de… 

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APA (6th Edition):

Sturm, A. N. (2013). Effects of Attention-Deficit/Hyperactivity Disorder and Anxiety on Attention, Working Memory, and Academic Achievement in Children and Adolescents: A Structural Equation Modeling Approach. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2pb4h0x6

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):

Sturm, Alexandra Noelle. “Effects of Attention-Deficit/Hyperactivity Disorder and Anxiety on Attention, Working Memory, and Academic Achievement in Children and Adolescents: A Structural Equation Modeling Approach.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/2pb4h0x6.

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

MLA Handbook (7th Edition):

Sturm, Alexandra Noelle. “Effects of Attention-Deficit/Hyperactivity Disorder and Anxiety on Attention, Working Memory, and Academic Achievement in Children and Adolescents: A Structural Equation Modeling Approach.” 2013. Web. 25 Aug 2019.

Vancouver:

Sturm AN. Effects of Attention-Deficit/Hyperactivity Disorder and Anxiety on Attention, Working Memory, and Academic Achievement in Children and Adolescents: A Structural Equation Modeling Approach. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/2pb4h0x6.

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

Council of Science Editors:

Sturm AN. Effects of Attention-Deficit/Hyperactivity Disorder and Anxiety on Attention, Working Memory, and Academic Achievement in Children and Adolescents: A Structural Equation Modeling Approach. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/2pb4h0x6

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

24. Miller, Allyson Laura. Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments.

Degree: Education, 2013, UCLA

 Kindergarten teachers are being asked to deliver differentiated small-group literacy instruction. The problem is managing the independent work being done by the rest of the… (more)

Subjects/Keywords: Education; Elementary education; Early childhood education; classroom management; kindergarten; literacy environment; professional development

…1 Background on Classroom Management… …3 Changes in Kindergarten Policy and Goals Impact Classroom Management… …11 Overview of Classroom Management… …11 Part 1: An Ecological Perspective on Classroom Management… …23 Part 3: Classroom Management in Kindergarten… 

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APA (6th Edition):

Miller, A. L. (2013). Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5bs0b9d2

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):

Miller, Allyson Laura. “Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/5bs0b9d2.

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

MLA Handbook (7th Edition):

Miller, Allyson Laura. “Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments.” 2013. Web. 25 Aug 2019.

Vancouver:

Miller AL. Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/5bs0b9d2.

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

Council of Science Editors:

Miller AL. Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/5bs0b9d2

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

25. Dockterman, Daniel Milo. Discrepancies Between Students’ and Teachers’ Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality.

Degree: Education, 2017, UCLA

 Student surveys have gained prominence in recent years as a way to give students a voice in their learning process, and teacher self-reports have always… (more)

Subjects/Keywords: Educational tests & measurements; Educational evaluation; Teacher education; Classroom Intuneness; Perceptual Discrepancy; Students Surveys; Teacher Surveys; Teaching Quality

…3 1.3.2 Classroom Observations… …11 2.1.3 Students Are Natural Observers of the Classroom… …41 5.1 Ranking Classes Using Teacher–Student and Teacher–Classroom Discrepancy Scores… …105 8.3 Practical Significance of Classroom Discrepancy Research… …scores, by class …. .44 Figure 5.2 Classroom counts of significant unstandardized… 

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APA (6th Edition):

Dockterman, D. M. (2017). Discrepancies Between Students’ and Teachers’ Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1sr500x5

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):

Dockterman, Daniel Milo. “Discrepancies Between Students’ and Teachers’ Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality.” 2017. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/1sr500x5.

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

MLA Handbook (7th Edition):

Dockterman, Daniel Milo. “Discrepancies Between Students’ and Teachers’ Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality.” 2017. Web. 25 Aug 2019.

Vancouver:

Dockterman DM. Discrepancies Between Students’ and Teachers’ Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/1sr500x5.

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

Council of Science Editors:

Dockterman DM. Discrepancies Between Students’ and Teachers’ Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/1sr500x5

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

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