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Degree: EdD

You searched for subject:( Investidores Finan as ). Showing records 1 – 30 of 76 total matches.

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West Virginia University

1. McIntosh, Melissa Katherine. Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent.

Degree: EdD, Learning Sciences and Human Development, 2013, West Virginia University

 According to the U.S. Census Bureau (2010), 12.9% of the population in the United States is that of immigrants. With this increase in recent immigration,… (more)

Subjects/Keywords: English as a second language; Education

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APA (6th Edition):

McIntosh, M. K. (2013). Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/424

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):

McIntosh, Melissa Katherine. “Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent.” 2013. Thesis, West Virginia University. Accessed October 17, 2019. https://researchrepository.wvu.edu/etd/424.

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

MLA Handbook (7th Edition):

McIntosh, Melissa Katherine. “Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent.” 2013. Web. 17 Oct 2019.

Vancouver:

McIntosh MK. Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent. [Internet] [Thesis]. West Virginia University; 2013. [cited 2019 Oct 17]. Available from: https://researchrepository.wvu.edu/etd/424.

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

Council of Science Editors:

McIntosh MK. Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent. [Thesis]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/424

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


Penn State University

2. Albergato-Muterspaw, Francesca. The Role of Music in Healing and Grief Processes of Bereaved Adult Learners.

Degree: EdD, Adult Education, 2009, Penn State University

 ABSTRACT The purpose of this narrative inquiry was to explore how music facilitated the learning and healing for those who have lost a loved one.… (more)

Subjects/Keywords: music and bereavement; music as a coping mechanism; music as a way of knowing

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APA (6th Edition):

Albergato-Muterspaw, F. (2009). The Role of Music in Healing and Grief Processes of Bereaved Adult Learners. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9699

Chicago Manual of Style (16th Edition):

Albergato-Muterspaw, Francesca. “The Role of Music in Healing and Grief Processes of Bereaved Adult Learners.” 2009. Doctoral Dissertation, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/9699.

MLA Handbook (7th Edition):

Albergato-Muterspaw, Francesca. “The Role of Music in Healing and Grief Processes of Bereaved Adult Learners.” 2009. Web. 17 Oct 2019.

Vancouver:

Albergato-Muterspaw F. The Role of Music in Healing and Grief Processes of Bereaved Adult Learners. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/9699.

Council of Science Editors:

Albergato-Muterspaw F. The Role of Music in Healing and Grief Processes of Bereaved Adult Learners. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9699


University of Cincinnati

3. Clayton, John. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy, 2011, University of Cincinnati

 This is a study of how EFL teachers’ cultural and linguistic backgrounds and attitudes are articulated as authentic and powerful practices in pedagogical spaces (Presence.)… (more)

Subjects/Keywords: English As A Second Language; power; teacher education; english as a foreign language; classroom spaces; poststructuralism; social systems

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APA (6th Edition):

Clayton, J. (2011). The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854

Chicago Manual of Style (16th Edition):

Clayton, John. “The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

MLA Handbook (7th Edition):

Clayton, John. “The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.” 2011. Web. 17 Oct 2019.

Vancouver:

Clayton J. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

Council of Science Editors:

Clayton J. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854


Boston University

4. Wu, Yu. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.

Degree: EdD, Education, 2016, Boston University

 This dissertation addresses the differential effects of two oral corrective feedback strategies, recasts and metalinguistic prompts, on the acquisition of Chinese wh-questions and classifiers, while… (more)

Subjects/Keywords: Foreign language education; Teaching Chinese as a Foreign Language; Corrective feedback; Individual differences; Teaching Chinese as a foreign language

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APA (6th Edition):

Wu, Y. (2016). Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/19509

Chicago Manual of Style (16th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Doctoral Dissertation, Boston University. Accessed October 17, 2019. http://hdl.handle.net/2144/19509.

MLA Handbook (7th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Web. 17 Oct 2019.

Vancouver:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2144/19509.

Council of Science Editors:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19509


University of Cincinnati

5. Chapman, Glen L. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2017, University of Cincinnati

 With few recent examples of existing research, this study examined undergraduate students’ perceptions and behaviors toward international graduate students who perform teaching related duties whether… (more)

Subjects/Keywords: English As A Second Language; ESL; Microaggressions; International Teaching Assistants

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APA (6th Edition):

Chapman, G. L. (2017). Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087

Chicago Manual of Style (16th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

MLA Handbook (7th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Web. 17 Oct 2019.

Vancouver:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

Council of Science Editors:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087


Virginia Tech

6. Schulz, Jonathan Edward. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.

Degree: EdD, Teaching and Learning, 2011, Virginia Tech

 This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the… (more)

Subjects/Keywords: curriculum support materials; elementary mathematics leadership; teaching as design

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APA (6th Edition):

Schulz, J. E. (2011). Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29707

Chicago Manual of Style (16th Edition):

Schulz, Jonathan Edward. “Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 17, 2019. http://hdl.handle.net/10919/29707.

MLA Handbook (7th Edition):

Schulz, Jonathan Edward. “Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.” 2011. Web. 17 Oct 2019.

Vancouver:

Schulz JE. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10919/29707.

Council of Science Editors:

Schulz JE. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29707


Western Kentucky University

7. Forsythe, Stacey A. The Impact of a Head Coaching Change on Intercollegiate Student-Athletes.

Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University

  The purpose of this case study was to discover the impacts on intercollegiate student-athletes subsequent to a head coaching change. One research question guided… (more)

Subjects/Keywords: Coaching Change; Student-Athlete; Athletics as a Business; Education; Educational Leadership

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APA (6th Edition):

Forsythe, S. A. (2015). The Impact of a Head Coaching Change on Intercollegiate Student-Athletes. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/88

Chicago Manual of Style (16th Edition):

Forsythe, Stacey A. “The Impact of a Head Coaching Change on Intercollegiate Student-Athletes.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed October 17, 2019. https://digitalcommons.wku.edu/diss/88.

MLA Handbook (7th Edition):

Forsythe, Stacey A. “The Impact of a Head Coaching Change on Intercollegiate Student-Athletes.” 2015. Web. 17 Oct 2019.

Vancouver:

Forsythe SA. The Impact of a Head Coaching Change on Intercollegiate Student-Athletes. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Oct 17]. Available from: https://digitalcommons.wku.edu/diss/88.

Council of Science Editors:

Forsythe SA. The Impact of a Head Coaching Change on Intercollegiate Student-Athletes. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/88


Northeastern University

8. Somers-Quealy, Amy. Exploring English as a second language (ESL) practices in suburban public schools.

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

 The purpose of this study was to identify and document suburban ESL practices as they relate to ELL achievement in three high-performing suburban public school… (more)

Subjects/Keywords: English language learners; English as a second language; ELL; ESL

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APA (6th Edition):

Somers-Quealy, A. (2017). Exploring English as a second language (ESL) practices in suburban public schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248542

Chicago Manual of Style (16th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 17, 2019. http://hdl.handle.net/2047/D20248542.

MLA Handbook (7th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Web. 17 Oct 2019.

Vancouver:

Somers-Quealy A. Exploring English as a second language (ESL) practices in suburban public schools. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2047/D20248542.

Council of Science Editors:

Somers-Quealy A. Exploring English as a second language (ESL) practices in suburban public schools. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248542


Arizona State University

9. Castillo, Melissa. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher… (more)

Subjects/Keywords: English as a second language; Elementary education; Coaching Teachers; Professional Development

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APA (6th Edition):

Castillo, M. (2012). Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14530

Chicago Manual of Style (16th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Doctoral Dissertation, Arizona State University. Accessed October 17, 2019. http://repository.asu.edu/items/14530.

MLA Handbook (7th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Web. 17 Oct 2019.

Vancouver:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Oct 17]. Available from: http://repository.asu.edu/items/14530.

Council of Science Editors:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14530


University of Cincinnati

10. Chae, Eunyoung Kim. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2014, University of Cincinnati

 This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers’ pedagogical methodology and English acquisition by young children… (more)

Subjects/Keywords: Teacher Education; Teacher Professional Development; Early Childhood Education; Montessori Education; Interdisciplinary Approach; English as a Foreign Language; English as a Second Language

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APA (6th Edition):

Chae, E. K. (2014). Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451

Chicago Manual of Style (16th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

MLA Handbook (7th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Web. 17 Oct 2019.

Vancouver:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

Council of Science Editors:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451


Penn State University

11. Schmick, Dara Pachence. Transformative Learning Around Issues of Language and Culture Among ESL Teachers.

Degree: EdD, Adult Education, 2014, Penn State University

 The purpose of this qualitative study was to explore the significant teaching and learning experiences of ESL teachers around the issues of culture and language.… (more)

Subjects/Keywords: Transformative Learning; Langauge; Culture; English as a Second Language; ESL Teachers; Online Learning

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APA (6th Edition):

Schmick, D. P. (2014). Transformative Learning Around Issues of Language and Culture Among ESL Teachers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21177

Chicago Manual of Style (16th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers.” 2014. Doctoral Dissertation, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/21177.

MLA Handbook (7th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers.” 2014. Web. 17 Oct 2019.

Vancouver:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/21177.

Council of Science Editors:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21177


Penn State University

12. Reed, Sandra Marlene. SENTIMENTAL JOURNEY: THE ROLE OF MUSIC IN THE MEANING-MAKING PROCESSES OF OLDER PERFORMING MUSICIANS.

Degree: EdD, Adult Education, 2008, Penn State University

 The purpose of this narrative inquiry was to determine the role that music plays in the meaning-making processes of older performing musicians. The study was… (more)

Subjects/Keywords: older musicians; artistic ways of knowing; bandsmanship; band as community; individuation; mature spirituality

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APA (6th Edition):

Reed, S. M. (2008). SENTIMENTAL JOURNEY: THE ROLE OF MUSIC IN THE MEANING-MAKING PROCESSES OF OLDER PERFORMING MUSICIANS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8313

Chicago Manual of Style (16th Edition):

Reed, Sandra Marlene. “SENTIMENTAL JOURNEY: THE ROLE OF MUSIC IN THE MEANING-MAKING PROCESSES OF OLDER PERFORMING MUSICIANS.” 2008. Doctoral Dissertation, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/8313.

MLA Handbook (7th Edition):

Reed, Sandra Marlene. “SENTIMENTAL JOURNEY: THE ROLE OF MUSIC IN THE MEANING-MAKING PROCESSES OF OLDER PERFORMING MUSICIANS.” 2008. Web. 17 Oct 2019.

Vancouver:

Reed SM. SENTIMENTAL JOURNEY: THE ROLE OF MUSIC IN THE MEANING-MAKING PROCESSES OF OLDER PERFORMING MUSICIANS. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/8313.

Council of Science Editors:

Reed SM. SENTIMENTAL JOURNEY: THE ROLE OF MUSIC IN THE MEANING-MAKING PROCESSES OF OLDER PERFORMING MUSICIANS. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8313


Penn State University

13. Mohamed Jiri, Khairul Aini. Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia.

Degree: EdD, Curriculum and Instruction, 2012, Penn State University

 This study explores the experience of becoming English teachers in two multicultural countries through narratives from preservice teachers in the United States and Malaysia. In… (more)

Subjects/Keywords: Malaysia; Comparative and International Education; Teacher Education; English as a Second Language; Multiculturalism

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APA (6th Edition):

Mohamed Jiri, K. A. (2012). Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15421

Chicago Manual of Style (16th Edition):

Mohamed Jiri, Khairul Aini. “Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia.” 2012. Doctoral Dissertation, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/15421.

MLA Handbook (7th Edition):

Mohamed Jiri, Khairul Aini. “Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia.” 2012. Web. 17 Oct 2019.

Vancouver:

Mohamed Jiri KA. Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/15421.

Council of Science Editors:

Mohamed Jiri KA. Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15421


University of Southern California

14. Blewitt, Angela. Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between… (more)

Subjects/Keywords: reading; high school; self-perception as readers; reading achievement; literacy; literacy instruction

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APA (6th Edition):

Blewitt, A. (2013). Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972

Chicago Manual of Style (16th Edition):

Blewitt, Angela. “Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972.

MLA Handbook (7th Edition):

Blewitt, Angela. “Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement.” 2013. Web. 17 Oct 2019.

Vancouver:

Blewitt A. Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972.

Council of Science Editors:

Blewitt A. Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/342403/rec/3972


University of Cincinnati

15. Schanding, Brian. Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2016, University of Cincinnati

 The use of shell nouns (SNs) has become an increasingly researched phenomenon in lexicogrammar and text-level research. However, findings of SN use among English as(more)

Subjects/Keywords: English As A Second Language; shell noun; lexical pattern; collostruction; EFL writing; corpus linguistics

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APA (6th Edition):

Schanding, B. (2016). Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364

Chicago Manual of Style (16th Edition):

Schanding, Brian. “Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.

MLA Handbook (7th Edition):

Schanding, Brian. “Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers.” 2016. Web. 17 Oct 2019.

Vancouver:

Schanding B. Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.

Council of Science Editors:

Schanding B. Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364


Boston University

16. Howarth, Debbie Claros. An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach.

Degree: EdD, Education, 2017, Boston University

As of 2016 the number of international students in the United States has reached over one million. Institutions of higher education in the United States… (more)

Subjects/Keywords: English as a second language; Persistence; Retention; Academic integration; Acculturation stress; Pathway programs; Social integration

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APA (6th Edition):

Howarth, D. C. (2017). An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/23302

Chicago Manual of Style (16th Edition):

Howarth, Debbie Claros. “An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach.” 2017. Doctoral Dissertation, Boston University. Accessed October 17, 2019. http://hdl.handle.net/2144/23302.

MLA Handbook (7th Edition):

Howarth, Debbie Claros. “An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach.” 2017. Web. 17 Oct 2019.

Vancouver:

Howarth DC. An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2144/23302.

Council of Science Editors:

Howarth DC. An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/23302


University of Rochester

17. Van Borssum, Alicia. Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia.

Degree: EdD, 2013, University of Rochester

 The purpose of this dissertation study is to document, describe, and analyze the literacy practices of teachers and librarians in nine primary schools in Addis… (more)

Subjects/Keywords: Local literacy; Ethiopia; International literacy initiatives; Sub-Saharan Africa; Teacher expertise; Literacy as social practice

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APA (6th Edition):

Van Borssum, A. (2013). Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/26844

Chicago Manual of Style (16th Edition):

Van Borssum, Alicia. “Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia.” 2013. Doctoral Dissertation, University of Rochester. Accessed October 17, 2019. http://hdl.handle.net/1802/26844.

MLA Handbook (7th Edition):

Van Borssum, Alicia. “Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia.” 2013. Web. 17 Oct 2019.

Vancouver:

Van Borssum A. Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1802/26844.

Council of Science Editors:

Van Borssum A. Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/26844


Arizona State University

18. Chebultz, Lance. Student Aims Performance in a Predominately Hispanic District.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Arizona State University

 ABSTRACT School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB… (more)

Subjects/Keywords: Educational administration; English as a second language; AIMS; AZELLA; ELL; ESL; HISPANIC

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APA (6th Edition):

Chebultz, L. (2012). Student Aims Performance in a Predominately Hispanic District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14889

Chicago Manual of Style (16th Edition):

Chebultz, Lance. “Student Aims Performance in a Predominately Hispanic District.” 2012. Doctoral Dissertation, Arizona State University. Accessed October 17, 2019. http://repository.asu.edu/items/14889.

MLA Handbook (7th Edition):

Chebultz, Lance. “Student Aims Performance in a Predominately Hispanic District.” 2012. Web. 17 Oct 2019.

Vancouver:

Chebultz L. Student Aims Performance in a Predominately Hispanic District. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Oct 17]. Available from: http://repository.asu.edu/items/14889.

Council of Science Editors:

Chebultz L. Student Aims Performance in a Predominately Hispanic District. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14889


Arizona State University

19. Pederson, Susan Jane. The Effect of a Community of Practice on English Language Development Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 .ABSTRACT The Arizona Department of Education (ADE) empowered a task force to design a new instructional model for English Language Development (ELD) students. The task… (more)

Subjects/Keywords: English as a Second Language; Community of Practice; English Language Develpment Teachers; Teacher Efficacy

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APA (6th Edition):

Pederson, S. J. (2011). The Effect of a Community of Practice on English Language Development Teachers. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8867

Chicago Manual of Style (16th Edition):

Pederson, Susan Jane. “The Effect of a Community of Practice on English Language Development Teachers.” 2011. Doctoral Dissertation, Arizona State University. Accessed October 17, 2019. http://repository.asu.edu/items/8867.

MLA Handbook (7th Edition):

Pederson, Susan Jane. “The Effect of a Community of Practice on English Language Development Teachers.” 2011. Web. 17 Oct 2019.

Vancouver:

Pederson SJ. The Effect of a Community of Practice on English Language Development Teachers. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Oct 17]. Available from: http://repository.asu.edu/items/8867.

Council of Science Editors:

Pederson SJ. The Effect of a Community of Practice on English Language Development Teachers. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8867


University of Cincinnati

20. Ashe, Jessica. Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2018, University of Cincinnati

 This study traces the implementation of change management principles in an intensive English program. Innovative policies were introduced to improve the academic linguistic competency of… (more)

Subjects/Keywords: English As A Second Language; Change Management; International Education; Intensive English Program; Experiential Learning; Orientation; Educational Leadership

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APA (6th Edition):

Ashe, J. (2018). Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884

Chicago Manual of Style (16th Edition):

Ashe, Jessica. “Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884.

MLA Handbook (7th Edition):

Ashe, Jessica. “Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators.” 2018. Web. 17 Oct 2019.

Vancouver:

Ashe J. Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884.

Council of Science Editors:

Ashe J. Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884

21. Summers Rocha, Lonna. A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers.

Degree: EdD, Curriculum and Teaching, 2015, University of Kansas

 In this naturalistic inquiry, I explore a professional development program which provided Teaching English to Speakers of Other Languages (TESOL) graduate coursework from a university… (more)

Subjects/Keywords: Education; English as a second language; Teacher education; Distance Learning; In-Service Teachers; Naturalistic Inquiry; Qualitative; Reflexivity; Rural

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APA (6th Edition):

Summers Rocha, L. (2015). A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/20995

Chicago Manual of Style (16th Edition):

Summers Rocha, Lonna. “A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers.” 2015. Doctoral Dissertation, University of Kansas. Accessed October 17, 2019. http://hdl.handle.net/1808/20995.

MLA Handbook (7th Edition):

Summers Rocha, Lonna. “A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers.” 2015. Web. 17 Oct 2019.

Vancouver:

Summers Rocha L. A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1808/20995.

Council of Science Editors:

Summers Rocha L. A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/20995

22. Dobransky, Kristine Ann. Technology Use and Integration by Ohio's Community College ESL Instructors.

Degree: EdD, College of Education, 2015, Ashland University

 Technology has become ubiquitous at all levels of education. The purpose of this exploratory study was to determine what technology is currently being used in… (more)

Subjects/Keywords: Educational Technology; English As A Second Language; Community College Education; ESL, technology, community colleges, Ohio, SAMR model

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APA (6th Edition):

Dobransky, K. A. (2015). Technology Use and Integration by Ohio's Community College ESL Instructors. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872

Chicago Manual of Style (16th Edition):

Dobransky, Kristine Ann. “Technology Use and Integration by Ohio's Community College ESL Instructors.” 2015. Doctoral Dissertation, Ashland University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

MLA Handbook (7th Edition):

Dobransky, Kristine Ann. “Technology Use and Integration by Ohio's Community College ESL Instructors.” 2015. Web. 17 Oct 2019.

Vancouver:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

Council of Science Editors:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872


Penn State University

23. Pucino, Carrie L. Understanding the Transformation of Compassion in Nurses Who Become Patients.

Degree: EdD, Adult Education, 2013, Penn State University

 The purpose of this study was to examine how nurses who become patients learn compassion toward patients in their professional practice, and examine the role… (more)

Subjects/Keywords: Nurse as Patient; Compassion; Learning Compassion; Transformative Learning Theory; Empathy in Transformation; Developmental Perspective of Transformation; Narrative Inquiry

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APA (6th Edition):

Pucino, C. L. (2013). Understanding the Transformation of Compassion in Nurses Who Become Patients. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/18301

Chicago Manual of Style (16th Edition):

Pucino, Carrie L. “Understanding the Transformation of Compassion in Nurses Who Become Patients.” 2013. Doctoral Dissertation, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/18301.

MLA Handbook (7th Edition):

Pucino, Carrie L. “Understanding the Transformation of Compassion in Nurses Who Become Patients.” 2013. Web. 17 Oct 2019.

Vancouver:

Pucino CL. Understanding the Transformation of Compassion in Nurses Who Become Patients. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/18301.

Council of Science Editors:

Pucino CL. Understanding the Transformation of Compassion in Nurses Who Become Patients. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/18301


Oregon State University

24. Ng, Jacob N. K. Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?.

Degree: EdD, Education, 2007, Oregon State University

 Community colleges in the United States have become an important educational destination for international students. According to the Institute of International Education (IIE, 2006), international… (more)

Subjects/Keywords: TOEFL scores; Test of English as a Foreign Language

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APA (6th Edition):

Ng, J. N. K. (2007). Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7324

Chicago Manual of Style (16th Edition):

Ng, Jacob N K. “Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?.” 2007. Doctoral Dissertation, Oregon State University. Accessed October 17, 2019. http://hdl.handle.net/1957/7324.

MLA Handbook (7th Edition):

Ng, Jacob N K. “Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?.” 2007. Web. 17 Oct 2019.

Vancouver:

Ng JNK. Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?. [Internet] [Doctoral dissertation]. Oregon State University; 2007. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1957/7324.

Council of Science Editors:

Ng JNK. Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?. [Doctoral Dissertation]. Oregon State University; 2007. Available from: http://hdl.handle.net/1957/7324


University of Cincinnati

25. Maddox, Rimma. Saudi Arabian Students’ Perceptions of Oral Classroom Participation.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2015, University of Cincinnati

 Saudi Arabian students are the fourth largest group of international students in the United States. These students come from a dramatically different cultural, religious, and… (more)

Subjects/Keywords: English As A Second Language; Higher Education; Oral Classroom Participation; Saudi Arabian students; International Student Needs

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APA (6th Edition):

Maddox, R. (2015). Saudi Arabian Students’ Perceptions of Oral Classroom Participation. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1453388814

Chicago Manual of Style (16th Edition):

Maddox, Rimma. “Saudi Arabian Students’ Perceptions of Oral Classroom Participation.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1453388814.

MLA Handbook (7th Edition):

Maddox, Rimma. “Saudi Arabian Students’ Perceptions of Oral Classroom Participation.” 2015. Web. 17 Oct 2019.

Vancouver:

Maddox R. Saudi Arabian Students’ Perceptions of Oral Classroom Participation. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1453388814.

Council of Science Editors:

Maddox R. Saudi Arabian Students’ Perceptions of Oral Classroom Participation. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1453388814


Virginia Tech

26. Thanajaro, Metinee. Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom.

Degree: EdD, Teaching and Learning, 2000, Virginia Tech

 Listening, the most frequently used form of language skill, plays a significant role in daily communication and educational process. In spite of its importance, listening… (more)

Subjects/Keywords: language learning; listening; English as a second language; authentic

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APA (6th Edition):

Thanajaro, M. (2000). Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26336

Chicago Manual of Style (16th Edition):

Thanajaro, Metinee. “Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom.” 2000. Doctoral Dissertation, Virginia Tech. Accessed October 17, 2019. http://hdl.handle.net/10919/26336.

MLA Handbook (7th Edition):

Thanajaro, Metinee. “Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom.” 2000. Web. 17 Oct 2019.

Vancouver:

Thanajaro M. Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10919/26336.

Council of Science Editors:

Thanajaro M. Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/26336


Boston University

27. Kaenchan, Payungsak. Examining Thai students' experiences of augmented reality technology in a university language education classroom.

Degree: EdD, Education, 2018, Boston University

 Descriptive mixed-methods were employed to investigate the experiences and perceptions of English as a Foreign Language (EFL) Thai students in higher education in integrating Augmented… (more)

Subjects/Keywords: Educational technology; Thai students; Augmented reality; Educational technology; English as a foreign language; Instructional technology; Mobile technology

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APA (6th Edition):

Kaenchan, P. (2018). Examining Thai students' experiences of augmented reality technology in a university language education classroom. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/32685

Chicago Manual of Style (16th Edition):

Kaenchan, Payungsak. “Examining Thai students' experiences of augmented reality technology in a university language education classroom.” 2018. Doctoral Dissertation, Boston University. Accessed October 17, 2019. http://hdl.handle.net/2144/32685.

MLA Handbook (7th Edition):

Kaenchan, Payungsak. “Examining Thai students' experiences of augmented reality technology in a university language education classroom.” 2018. Web. 17 Oct 2019.

Vancouver:

Kaenchan P. Examining Thai students' experiences of augmented reality technology in a university language education classroom. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2144/32685.

Council of Science Editors:

Kaenchan P. Examining Thai students' experiences of augmented reality technology in a university language education classroom. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/32685


University of Kansas

28. Laubengayer, Roger Carl. LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 To examine the effects of cooperative learning and the personality trait of extraversion on ESOL students studying English at an urban, Mid-Western, secondary school, a… (more)

Subjects/Keywords: Secondary education; English as a second language; Language arts; Cooperative Learning; Extraversion; Grammar; Group Work; Introversion

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APA (6th Edition):

Laubengayer, R. C. (2018). LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27561

Chicago Manual of Style (16th Edition):

Laubengayer, Roger Carl. “LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?.” 2018. Doctoral Dissertation, University of Kansas. Accessed October 17, 2019. http://hdl.handle.net/1808/27561.

MLA Handbook (7th Edition):

Laubengayer, Roger Carl. “LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?.” 2018. Web. 17 Oct 2019.

Vancouver:

Laubengayer RC. LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1808/27561.

Council of Science Editors:

Laubengayer RC. LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27561


University of Minnesota

29. Butterfield, Brenda S. Mind the gap: a mixed methods study of student satisfaction with faculty performance and course instruction in higher education.

Degree: EdD, 2014, University of Minnesota

 Students in higher education are increasingly perceived as customers by both administrators and themselves. Perceived as paying customers, student satisfaction with their experience in higher… (more)

Subjects/Keywords: Faculty - Student Relationships; Humanistic Education; Relational Teaching; Students as Customers; Student Satisfaction with Faculty Performance; Students Needs, Desires, and Expectations

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APA (6th Edition):

Butterfield, B. S. (2014). Mind the gap: a mixed methods study of student satisfaction with faculty performance and course instruction in higher education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163239

Chicago Manual of Style (16th Edition):

Butterfield, Brenda S. “Mind the gap: a mixed methods study of student satisfaction with faculty performance and course instruction in higher education.” 2014. Doctoral Dissertation, University of Minnesota. Accessed October 17, 2019. http://hdl.handle.net/11299/163239.

MLA Handbook (7th Edition):

Butterfield, Brenda S. “Mind the gap: a mixed methods study of student satisfaction with faculty performance and course instruction in higher education.” 2014. Web. 17 Oct 2019.

Vancouver:

Butterfield BS. Mind the gap: a mixed methods study of student satisfaction with faculty performance and course instruction in higher education. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11299/163239.

Council of Science Editors:

Butterfield BS. Mind the gap: a mixed methods study of student satisfaction with faculty performance and course instruction in higher education. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163239


Boston College

30. Gilligan, Gregg T. Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 This qualitative case study explored the role of central office leaders as they supported principals’ development of high instructional expectations in the Lawrence Public Schools.… (more)

Subjects/Keywords: Assistance Relationships; Central Office Transformation; Instructional Expectations; Principals as Instructional Leaders; school culture; Urban School Turnaround

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APA (6th Edition):

Gilligan, G. T. (2018). Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107994

Chicago Manual of Style (16th Edition):

Gilligan, Gregg T. “Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District.” 2018. Doctoral Dissertation, Boston College. Accessed October 17, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107994.

MLA Handbook (7th Edition):

Gilligan, Gregg T. “Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District.” 2018. Web. 17 Oct 2019.

Vancouver:

Gilligan GT. Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Oct 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107994.

Council of Science Editors:

Gilligan GT. Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107994

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