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You searched for subject:( English Language Development). Showing records 1 – 30 of 113005 total matches.

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California State University – Chico

1. Bernedo, Anna. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .

Degree: 2011, California State University – Chico

 ABSTRACT UTILIZING ENGLISH LANGUAGE DEVELOPMENT STRATEGIES TO FACILITATE VOCABULARY DEVELOPMENT DURING TEACHER LED READ-ALOUD by ???Anna Bernedo 2011 Master of Arts in Education California State… (more)

Subjects/Keywords: vocabulary development; English language development strategies

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

APA (6th Edition):

Bernedo, A. (2011). Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/352

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):

Bernedo, Anna. “Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .” 2011. Thesis, California State University – Chico. Accessed August 17, 2019. http://hdl.handle.net/10211.4/352.

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

MLA Handbook (7th Edition):

Bernedo, Anna. “Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .” 2011. Web. 17 Aug 2019.

Vancouver:

Bernedo A. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10211.4/352.

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

Council of Science Editors:

Bernedo A. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/352

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


University of Arizona

2. Alcaraz, Molly Marie. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block .

Degree: 2011, University of Arizona

 In 2000, the passage of Proposition 203 in Arizona virtually replaced bilingual education with a Structured English Immersion (SEI ) program. In 2006, the State… (more)

Subjects/Keywords: English Language Learners; Structured English Immersion; Language, Reading & Culture; English as a Second Language; English Language Development

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APA (6th Edition):

Alcaraz, M. M. (2011). Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202757

Chicago Manual of Style (16th Edition):

Alcaraz, Molly Marie. “Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block .” 2011. Doctoral Dissertation, University of Arizona. Accessed August 17, 2019. http://hdl.handle.net/10150/202757.

MLA Handbook (7th Edition):

Alcaraz, Molly Marie. “Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block .” 2011. Web. 17 Aug 2019.

Vancouver:

Alcaraz MM. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10150/202757.

Council of Science Editors:

Alcaraz MM. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202757

3. Sechrest, Wesley. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .

Degree: 2013, California State University – San Marcos

 The academic achievement gap for language learners is a main focus in the age of academic accountability. More than ever, it is vital that every… (more)

Subjects/Keywords: English Language Learners; Best Practices; Professional Development

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APA (6th Edition):

Sechrest, W. (2013). Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/492

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):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Thesis, California State University – San Marcos. Accessed August 17, 2019. http://hdl.handle.net/10211.8/492.

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

MLA Handbook (7th Edition):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Web. 17 Aug 2019.

Vancouver:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10211.8/492.

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

Council of Science Editors:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/492

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


University of Illinois – Chicago

4. Weinstein, Traci L. The Development of an Instrument to Measure ELL Teacher Work Stress.

Degree: 2013, University of Illinois – Chicago

 The United States is emerging as a nation of increased diversity, with the projection that “minority” groups will contribute to nearly 50% of the U.S.… (more)

Subjects/Keywords: English Language Learners; teacher stress; measure development

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APA (6th Edition):

Weinstein, T. L. (2013). The Development of an Instrument to Measure ELL Teacher Work Stress. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10217

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):

Weinstein, Traci L. “The Development of an Instrument to Measure ELL Teacher Work Stress.” 2013. Thesis, University of Illinois – Chicago. Accessed August 17, 2019. http://hdl.handle.net/10027/10217.

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

MLA Handbook (7th Edition):

Weinstein, Traci L. “The Development of an Instrument to Measure ELL Teacher Work Stress.” 2013. Web. 17 Aug 2019.

Vancouver:

Weinstein TL. The Development of an Instrument to Measure ELL Teacher Work Stress. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10027/10217.

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

Council of Science Editors:

Weinstein TL. The Development of an Instrument to Measure ELL Teacher Work Stress. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10217

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


George Mason University

5. Brown, Gordon. The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School.

Degree: 2018, George Mason University

  This quasi-experimental mixed-methods study investigated how integrating language arts and visual arts with history instruction affected high school English as a Second Language (ESL)… (more)

Subjects/Keywords: English as a second language; Curriculum development

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APA (6th Edition):

Brown, G. (2018). The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10683724

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):

Brown, Gordon. “The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School.” 2018. Thesis, George Mason University. Accessed August 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10683724.

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

MLA Handbook (7th Edition):

Brown, Gordon. “The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School.” 2018. Web. 17 Aug 2019.

Vancouver:

Brown G. The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School. [Internet] [Thesis]. George Mason University; 2018. [cited 2019 Aug 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10683724.

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

Council of Science Editors:

Brown G. The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School. [Thesis]. George Mason University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10683724

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


University of Missouri – Columbia

6. Carney, Megan Strawsine. Teaching English language learners scale (TELLS): a study of validity and reliability.

Degree: 2012, University of Missouri – Columbia

 This paper describes the confirmatory factor analysis, validity, and reliability data collection stage of the development of a scale to measure mainstream teachers' self-efficacy beliefs… (more)

Subjects/Keywords: English language learners; scale development; self-efficacy

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APA (6th Edition):

Carney, M. S. (2012). Teaching English language learners scale (TELLS): a study of validity and reliability. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15865

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):

Carney, Megan Strawsine. “Teaching English language learners scale (TELLS): a study of validity and reliability.” 2012. Thesis, University of Missouri – Columbia. Accessed August 17, 2019. http://hdl.handle.net/10355/15865.

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

MLA Handbook (7th Edition):

Carney, Megan Strawsine. “Teaching English language learners scale (TELLS): a study of validity and reliability.” 2012. Web. 17 Aug 2019.

Vancouver:

Carney MS. Teaching English language learners scale (TELLS): a study of validity and reliability. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10355/15865.

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

Council of Science Editors:

Carney MS. Teaching English language learners scale (TELLS): a study of validity and reliability. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15865

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


University of Southern California

7. Jackson, Darvin. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.

Degree: EdD, Education (Leadership), 2015, University of Southern California

English language learners (ELLs) will be faced with the challenges of demonstrating proficiency on the Common Core State Standards (CCSS) in the future. The purpose… (more)

Subjects/Keywords: professional development; instructional strategies; English language learners

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APA (6th Edition):

Jackson, D. (2015). The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541

Chicago Manual of Style (16th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541.

MLA Handbook (7th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Web. 17 Aug 2019.

Vancouver:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541.

Council of Science Editors:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541


University of North Texas

8. Araujo, Juan José. Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms.

Degree: 2011, University of North Texas

 Although studies have addressed high school English language arts (ELA) instruction, little is known about the decision-making process of ELA teachers. How do teachers decide… (more)

Subjects/Keywords: English language learners; professional development; reading

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APA (6th Edition):

Araujo, J. J. (2011). Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84162/

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):

Araujo, Juan José. “Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms.” 2011. Thesis, University of North Texas. Accessed August 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc84162/.

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

MLA Handbook (7th Edition):

Araujo, Juan José. “Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms.” 2011. Web. 17 Aug 2019.

Vancouver:

Araujo JJ. Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Aug 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84162/.

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

Council of Science Editors:

Araujo JJ. Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84162/

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


Georgia State University

9. Lee, Ryan. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

  The overarching purpose of both dissertation studies is to contribute to the extant literature base on language assessment in the context of poverty and… (more)

Subjects/Keywords: African American English; Dialect; Language assessment; Language impairment; Language development

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APA (6th Edition):

Lee, R. (2017). Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/115

Chicago Manual of Style (16th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Doctoral Dissertation, Georgia State University. Accessed August 17, 2019. https://scholarworks.gsu.edu/epse_diss/115.

MLA Handbook (7th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Web. 17 Aug 2019.

Vancouver:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Aug 17]. Available from: https://scholarworks.gsu.edu/epse_diss/115.

Council of Science Editors:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/115

10. Espinoza, Sandra. The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School .

Degree: 2017, California State University – San Marcos

 This research study explores the contributors to quality integrated English Language Development (ELD) in two first grade classrooms in a small Los Angeles County elementary… (more)

Subjects/Keywords: academic language; collaboration; engagement; English Language Development (ELD); Language Objectives

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APA (6th Edition):

Espinoza, S. (2017). The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194741

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):

Espinoza, Sandra. “The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School .” 2017. Thesis, California State University – San Marcos. Accessed August 17, 2019. http://hdl.handle.net/10211.3/194741.

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

MLA Handbook (7th Edition):

Espinoza, Sandra. “The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School .” 2017. Web. 17 Aug 2019.

Vancouver:

Espinoza S. The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10211.3/194741.

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

Council of Science Editors:

Espinoza S. The Contributors to Quality Integrated ELD Instruction for First Graders in One Elementary School . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194741

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


Northeastern University

11. Mannion, Adeleine Rodene. Towards understanding the nature of English language learners and the experiences of their educators.

Degree: EdD, School of Education, 2017, Northeastern University

 The goal of this research study was to analyze the successful teaching methods used most frequently by educators of English Language Learners (ELLs). This study… (more)

Subjects/Keywords: achievement gap; cultural diversity; English as a Second Language; English Language Development; English Language Learners; Second Language Acquisition

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APA (6th Edition):

Mannion, A. R. (2017). Towards understanding the nature of English language learners and the experiences of their educators. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251680

Chicago Manual of Style (16th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 17, 2019. http://hdl.handle.net/2047/D20251680.

MLA Handbook (7th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Web. 17 Aug 2019.

Vancouver:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2047/D20251680.

Council of Science Editors:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251680


University of California – Berkeley

12. Hasser, Neil Ericson. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.

Degree: Education, 2017, University of California – Berkeley

 Curricular and demographic changes in our schools have created significant shifts in the instructional needs of our classrooms. Inservice professional development (PD) through Massive Open… (more)

Subjects/Keywords: Special education; Academic language; English language learners; MOOCs; professional development

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APA (6th Edition):

Hasser, N. E. (2017). Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/68v894jx

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):

Hasser, Neil Ericson. “Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.” 2017. Thesis, University of California – Berkeley. Accessed August 17, 2019. http://www.escholarship.org/uc/item/68v894jx.

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

MLA Handbook (7th Edition):

Hasser, Neil Ericson. “Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.” 2017. Web. 17 Aug 2019.

Vancouver:

Hasser NE. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Aug 17]. Available from: http://www.escholarship.org/uc/item/68v894jx.

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

Council of Science Editors:

Hasser NE. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/68v894jx

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


University of Arizona

13. Dardis, Leah M. Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies .

Degree: 2017, University of Arizona

 This critical case study examines elementary school principals' perceptions of language and how those perceptions influence educational opportunities (i.e. curriculum and instruction) provided for English(more)

Subjects/Keywords: Arizona Language Policy; English Language Development; School Leadership

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APA (6th Edition):

Dardis, L. M. (2017). Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624316

Chicago Manual of Style (16th Edition):

Dardis, Leah M. “Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies .” 2017. Doctoral Dissertation, University of Arizona. Accessed August 17, 2019. http://hdl.handle.net/10150/624316.

MLA Handbook (7th Edition):

Dardis, Leah M. “Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies .” 2017. Web. 17 Aug 2019.

Vancouver:

Dardis LM. Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10150/624316.

Council of Science Editors:

Dardis LM. Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624316


Brigham Young University

14. McGovern, Jessica H. The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center.

Degree: MA, 2010, Brigham Young University

  At the beginning of each term, a handful of students who are linguistically unable to function in an English-speaking classroom appear at the doors… (more)

Subjects/Keywords: curriculum development; English language learners; intensive English language programs; low proficiency students; Linguistics

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APA (6th Edition):

McGovern, J. H. (2010). The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd

Chicago Manual of Style (16th Edition):

McGovern, Jessica H. “The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center.” 2010. Masters Thesis, Brigham Young University. Accessed August 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd.

MLA Handbook (7th Edition):

McGovern, Jessica H. “The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center.” 2010. Web. 17 Aug 2019.

Vancouver:

McGovern JH. The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Aug 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd.

Council of Science Editors:

McGovern JH. The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd


University of Waikato

15. Gao, Suxia. Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand .

Degree: 2011, University of Waikato

 This study inquired into English language teachers’ beliefs and practices in China and in New Zealand, and explored the process of using New Zealand English(more)

Subjects/Keywords: teacher development; New Zealand English language teachers' beliefs and practices; English language teaching in China

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APA (6th Edition):

Gao, S. (2011). Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5955

Chicago Manual of Style (16th Edition):

Gao, Suxia. “Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand .” 2011. Doctoral Dissertation, University of Waikato. Accessed August 17, 2019. http://hdl.handle.net/10289/5955.

MLA Handbook (7th Edition):

Gao, Suxia. “Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand .” 2011. Web. 17 Aug 2019.

Vancouver:

Gao S. Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand . [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10289/5955.

Council of Science Editors:

Gao S. Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand . [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5955


University of Southern California

16. Peralta, Aaron A. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The academic achievement gap between ethno-linguistic minority students and other students, as represented by test scores, dropout rates, and college admissions and completion rates, is… (more)

Subjects/Keywords: English Language Learners; ELL; English Language Development; ELD; ELD curriculum; achievement gap

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APA (6th Edition):

Peralta, A. A. (2012). Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2528

Chicago Manual of Style (16th Edition):

Peralta, Aaron A. “Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2528.

MLA Handbook (7th Edition):

Peralta, Aaron A. “Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.” 2012. Web. 17 Aug 2019.

Vancouver:

Peralta AA. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2528.

Council of Science Editors:

Peralta AA. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2528


California State University – Sacramento

17. Graham, Sarah Marie. An analysis of a K-12 grammar-based English language development program.

Degree: 2014, California State University – Sacramento

 The purpose of this study was to analyze a K-12 grammar-based English language development program???s effectiveness in facilitating English acquisition for second language learners. The… (more)

Subjects/Keywords: Education; Sustainability; Implementation; California English Language Development Test; Second language learner; Language acquisition; English language learner

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APA (6th Edition):

Graham, S. M. (2014). An analysis of a K-12 grammar-based English language development program. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122235

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):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Thesis, California State University – Sacramento. Accessed August 17, 2019. http://hdl.handle.net/10211.3/122235.

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

MLA Handbook (7th Edition):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Web. 17 Aug 2019.

Vancouver:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Internet] [Thesis]. California State University – Sacramento; 2014. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10211.3/122235.

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

Council of Science Editors:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122235

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


UCLA

18. 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 17, 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. 17 Aug 2019.

Vancouver:

Cano SE. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Aug 17]. 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


University of Florida

19. McAlister, Tiffany. Art Education and its Implication for English Language Learner's Literacy.

Degree: Master's, 2014, University of Florida

 My capstone paper describes my research process, findings, and recommendations’ concerning the impact art has on the language literacy development of English as Language Learning… (more)

Subjects/Keywords: Art education; Classrooms; Educational research; English as a second language; English language learners; Language development; Learning; Literacy; Reading instruction; Students

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

APA (6th Edition):

McAlister, T. (2014). Art Education and its Implication for English Language Learner's Literacy. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00030974

Chicago Manual of Style (16th Edition):

McAlister, Tiffany. “Art Education and its Implication for English Language Learner's Literacy.” 2014. Masters Thesis, University of Florida. Accessed August 17, 2019. http://ufdc.ufl.edu/AA00030974.

MLA Handbook (7th Edition):

McAlister, Tiffany. “Art Education and its Implication for English Language Learner's Literacy.” 2014. Web. 17 Aug 2019.

Vancouver:

McAlister T. Art Education and its Implication for English Language Learner's Literacy. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Aug 17]. Available from: http://ufdc.ufl.edu/AA00030974.

Council of Science Editors:

McAlister T. Art Education and its Implication for English Language Learner's Literacy. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/AA00030974


Brigham Young University

20. Jay, Jason T. Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners.

Degree: MA, 2014, Brigham Young University

 Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of… (more)

Subjects/Keywords: literacy events; English language learners; language development; literacy development; adolescents; teacher actions; student actions; Teacher Education and Professional Development

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

APA (6th Edition):

Jay, J. T. (2014). Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd

Chicago Manual of Style (16th Edition):

Jay, Jason T. “Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners.” 2014. Masters Thesis, Brigham Young University. Accessed August 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd.

MLA Handbook (7th Edition):

Jay, Jason T. “Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners.” 2014. Web. 17 Aug 2019.

Vancouver:

Jay JT. Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Aug 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd.

Council of Science Editors:

Jay JT. Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd


University of Texas – Austin

21. Fitzpatrick, Kerry Elisabeth. Morphosyntactic priming in bilingual children.

Degree: Communication Sciences and Disorders, 2011, University of Texas – Austin

 Limited information exists regarding the acquisition of syntax and morphology in young Spanish-English bilingual language learners. A method to measure short-term language learning is through… (more)

Subjects/Keywords: Structural priming; Bilingualism; Language acquisition; Bilingual children; Morphological development; Syntactic development; Spanish acquisition; English acquisition; Speech-language pathology; Speech disorders; English language speakers; Spanish language speakers

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APA (6th Edition):

Fitzpatrick, K. E. (2011). Morphosyntactic priming in bilingual children. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3400

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):

Fitzpatrick, Kerry Elisabeth. “Morphosyntactic priming in bilingual children.” 2011. Thesis, University of Texas – Austin. Accessed August 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3400.

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

MLA Handbook (7th Edition):

Fitzpatrick, Kerry Elisabeth. “Morphosyntactic priming in bilingual children.” 2011. Web. 17 Aug 2019.

Vancouver:

Fitzpatrick KE. Morphosyntactic priming in bilingual children. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3400.

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

Council of Science Editors:

Fitzpatrick KE. Morphosyntactic priming in bilingual children. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3400

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


University of Alberta

22. Wasniewski, Ewa. An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development.

Degree: MEd, Department of Educational Psychology, 2011, University of Alberta

 This investigation uses the quasi experimental one group pretest-posttest research design to identify vocabulary learning strategies specific to an International Practical Nurse Diploma program, at… (more)

Subjects/Keywords: English as a Second Language; Assistive Technologies; Literacy Development.

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APA (6th Edition):

Wasniewski, E. (2011). An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/dr26xz41n

Chicago Manual of Style (16th Edition):

Wasniewski, Ewa. “An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development.” 2011. Masters Thesis, University of Alberta. Accessed August 17, 2019. https://era.library.ualberta.ca/files/dr26xz41n.

MLA Handbook (7th Edition):

Wasniewski, Ewa. “An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development.” 2011. Web. 17 Aug 2019.

Vancouver:

Wasniewski E. An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2019 Aug 17]. Available from: https://era.library.ualberta.ca/files/dr26xz41n.

Council of Science Editors:

Wasniewski E. An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/dr26xz41n


Texas A&M University

23. Kandel, Brooke E. Improving Teaching and Learning for English Language Learners.

Degree: 2010, Texas A&M University

 While there has been tremendous growth in the numbers of Hispanics and English language learners (ELLs) in our public schools, there has been a lack… (more)

Subjects/Keywords: bilingual; English language learners; reading strategies; teacher professional development

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APA (6th Edition):

Kandel, B. E. (2010). Improving Teaching and Learning for English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695

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):

Kandel, Brooke E. “Improving Teaching and Learning for English Language Learners.” 2010. Thesis, Texas A&M University. Accessed August 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695.

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

MLA Handbook (7th Edition):

Kandel, Brooke E. “Improving Teaching and Learning for English Language Learners.” 2010. Web. 17 Aug 2019.

Vancouver:

Kandel BE. Improving Teaching and Learning for English Language Learners. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695.

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

Council of Science Editors:

Kandel BE. Improving Teaching and Learning for English Language Learners. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-695

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


California State University – Sacramento

24. 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 August 17, 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. 17 Aug 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 Aug 17]. 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


Louisiana State University

25. Berry, Jessica Richardson. Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage.

Degree: PhD, Communication Sciences and Disorders, 2015, Louisiana State University

 The purpose of this study was to document the auxiliary and copula BE system of African American (AA) children with Gullah/Geechee (GG) heritage and to… (more)

Subjects/Keywords: Child language development; Gullah/Geechee; African American English

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APA (6th Edition):

Berry, J. R. (2015). Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04102015-165715 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3513

Chicago Manual of Style (16th Edition):

Berry, Jessica Richardson. “Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage.” 2015. Doctoral Dissertation, Louisiana State University. Accessed August 17, 2019. etd-04102015-165715 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3513.

MLA Handbook (7th Edition):

Berry, Jessica Richardson. “Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage.” 2015. Web. 17 Aug 2019.

Vancouver:

Berry JR. Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2019 Aug 17]. Available from: etd-04102015-165715 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3513.

Council of Science Editors:

Berry JR. Use of Copula and Auxiliary BE by African American Children with Gullah/Geechee Heritage. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-04102015-165715 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3513


University of Illinois – Chicago

26. Nasir, Ambareen. Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism.

Degree: 2013, University of Illinois – Chicago

 Many teachers are inadequately prepared to teach math and science while addressing the cultural and linguistic needs of their increasing English Learner (EL) populations in… (more)

Subjects/Keywords: Funds of knowledge; English language learners; teacher development

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APA (6th Edition):

Nasir, A. (2013). Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10133

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):

Nasir, Ambareen. “Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism.” 2013. Thesis, University of Illinois – Chicago. Accessed August 17, 2019. http://hdl.handle.net/10027/10133.

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

MLA Handbook (7th Edition):

Nasir, Ambareen. “Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism.” 2013. Web. 17 Aug 2019.

Vancouver:

Nasir A. Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10027/10133.

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

Council of Science Editors:

Nasir A. Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10133

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

27. Elizalde, Ricardo Omar, Sr. Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners.

Degree: 2018, Pepperdine University

  This qualitative design based research study examined the Connected Learning theoretical framework coupled with academic language scaffolds for Long Term English Learners (LTELs) in… (more)

Subjects/Keywords: English as a second language; Educational technology; Curriculum development

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APA (6th Edition):

Elizalde, Ricardo Omar, S. (2018). Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10748834

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):

Elizalde, Ricardo Omar, Sr. “Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners.” 2018. Thesis, Pepperdine University. Accessed August 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10748834.

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

MLA Handbook (7th Edition):

Elizalde, Ricardo Omar, Sr. “Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners.” 2018. Web. 17 Aug 2019.

Vancouver:

Elizalde, Ricardo Omar S. Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners. [Internet] [Thesis]. Pepperdine University; 2018. [cited 2019 Aug 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748834.

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

Council of Science Editors:

Elizalde, Ricardo Omar S. Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners. [Thesis]. Pepperdine University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748834

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


Oklahoma State University

28. Beisly, Amber. Emotional Competence in a Pre-kindergarten Classroom: Links to Social and Academic Competence.

Degree: Department of Human Development and Family Science, 2011, Oklahoma State University

 This study explores the relationship between emotional, social and academic competence in a low income pre-kindergarten sample. This study used a quasi-experimental design to examine… (more)

Subjects/Keywords: emotion regulation; english language learners; intervention; low-income; social development

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APA (6th Edition):

Beisly, A. (2011). Emotional Competence in a Pre-kindergarten Classroom: Links to Social and Academic Competence. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9092

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):

Beisly, Amber. “Emotional Competence in a Pre-kindergarten Classroom: Links to Social and Academic Competence.” 2011. Thesis, Oklahoma State University. Accessed August 17, 2019. http://hdl.handle.net/11244/9092.

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

MLA Handbook (7th Edition):

Beisly, Amber. “Emotional Competence in a Pre-kindergarten Classroom: Links to Social and Academic Competence.” 2011. Web. 17 Aug 2019.

Vancouver:

Beisly A. Emotional Competence in a Pre-kindergarten Classroom: Links to Social and Academic Competence. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11244/9092.

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

Council of Science Editors:

Beisly A. Emotional Competence in a Pre-kindergarten Classroom: Links to Social and Academic Competence. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/9092

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


University of Pittsburgh

29. Wegrzecka-Kowalewski, Eva. Critical Thinking in Intensive Language Programs for International Students in U.S. Universities.

Degree: 2019, University of Pittsburgh

  This dissertation examines how critical thinking skills are addressed in university-level intensive language programs for international students in the United States. The theoretical framework… (more)

Subjects/Keywords: English as a second language; Curriculum development; Higher education

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

APA (6th Edition):

Wegrzecka-Kowalewski, E. (2019). Critical Thinking in Intensive Language Programs for International Students in U.S. Universities. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=13819975

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):

Wegrzecka-Kowalewski, Eva. “Critical Thinking in Intensive Language Programs for International Students in U.S. Universities.” 2019. Thesis, University of Pittsburgh. Accessed August 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819975.

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

MLA Handbook (7th Edition):

Wegrzecka-Kowalewski, Eva. “Critical Thinking in Intensive Language Programs for International Students in U.S. Universities.” 2019. Web. 17 Aug 2019.

Vancouver:

Wegrzecka-Kowalewski E. Critical Thinking in Intensive Language Programs for International Students in U.S. Universities. [Internet] [Thesis]. University of Pittsburgh; 2019. [cited 2019 Aug 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13819975.

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

Council of Science Editors:

Wegrzecka-Kowalewski E. Critical Thinking in Intensive Language Programs for International Students in U.S. Universities. [Thesis]. University of Pittsburgh; 2019. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13819975

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


University of Bridgeport

30. Sims, Violet. Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study .

Degree: 2018, University of Bridgeport

 This action research study evaluated and sought to improve teacher professional development (PD) strategies designed to instill culturally and linguistically responsive pedagogies in classrooms at… (more)

Subjects/Keywords: Professional development; English language learner; Culturally responsive; Sheltered instruction

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

APA (6th Edition):

Sims, V. (2018). Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488

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):

Sims, Violet. “Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study .” 2018. Thesis, University of Bridgeport. Accessed August 17, 2019. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488.

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

MLA Handbook (7th Edition):

Sims, Violet. “Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study .” 2018. Web. 17 Aug 2019.

Vancouver:

Sims V. Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study . [Internet] [Thesis]. University of Bridgeport; 2018. [cited 2019 Aug 17]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488.

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

Council of Science Editors:

Sims V. Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study . [Thesis]. University of Bridgeport; 2018. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488

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

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