Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:( literacy instruction). Showing records 1 – 30 of 811 total matches.

[1] [2] [3] [4] [5] … [28]

Search Limiters

Last 2 Years | English Only

Levels

Country

▼ Search Limiters


Texas A&M University

1. Dean, Emily Ocker. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.

Degree: 2009, Texas A&M University

 This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of… (more)

Subjects/Keywords: literacy; explicit instruction; reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dean, E. O. (2009). The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1285

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):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

MLA Handbook (7th Edition):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Web. 23 Mar 2019.

Vancouver:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

Council of Science Editors:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285

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


University of Southern California

2. Regan, Lisa Michelle. Supplemental literacy instruction for students with Down syndrome: a program evaluation.

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

 The study utilizes an inductive, qualitative approach to program evaluation to understand the nature of an afterschool literacy tutoring program for students with Down syndrome.… (more)

Subjects/Keywords: Down syndrome; tutoring; literacy; instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Regan, L. M. (2013). Supplemental literacy instruction for students with Down syndrome: a program evaluation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219

Chicago Manual of Style (16th Edition):

Regan, Lisa Michelle. “Supplemental literacy instruction for students with Down syndrome: a program evaluation.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219.

MLA Handbook (7th Edition):

Regan, Lisa Michelle. “Supplemental literacy instruction for students with Down syndrome: a program evaluation.” 2013. Web. 23 Mar 2019.

Vancouver:

Regan LM. Supplemental literacy instruction for students with Down syndrome: a program evaluation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Mar 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219.

Council of Science Editors:

Regan LM. Supplemental literacy instruction for students with Down syndrome: a program evaluation. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231311/rec/6219


University of Toronto

3. Heredia, Blanca. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.

Degree: 2011, University of Toronto

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has… (more)

Subjects/Keywords: teacher preparation; literacy instruction; 0530

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Heredia, B. (2011). Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27582

Chicago Manual of Style (16th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 23, 2019. http://hdl.handle.net/1807/27582.

MLA Handbook (7th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Web. 23 Mar 2019.

Vancouver:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1807/27582.

Council of Science Editors:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27582


Louisiana State University

4. Acosta, Richelle LeBlanc. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.

Degree: PhD, Education, 2012, Louisiana State University

 Few topics in education have sparked as much interest and debate as the teaching of reading. Throughout the past century, instructional approaches have come and… (more)

Subjects/Keywords: reading instruction; balanced literacy; basal instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Acosta, R. L. (2012). An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622

Chicago Manual of Style (16th Edition):

Acosta, Richelle LeBlanc. “An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.” 2012. Doctoral Dissertation, Louisiana State University. Accessed March 23, 2019. etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622.

MLA Handbook (7th Edition):

Acosta, Richelle LeBlanc. “An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.” 2012. Web. 23 Mar 2019.

Vancouver:

Acosta RL. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2019 Mar 23]. Available from: etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622.

Council of Science Editors:

Acosta RL. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622


The Ohio State University

5. Hansel, Kayla M. Teacher Perceptions About Literacy Instruction at the Secondary Level.

Degree: MA, EDU Teaching and Learning, 2011, The Ohio State University

 Secondary instructors have long been faced with students who struggle to read and write effectively. There have been many explanations for these struggles, ranging from… (more)

Subjects/Keywords: Education; Literacy; teacher perceptions; adolescent literacy; literacy instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hansel, K. M. (2011). Teacher Perceptions About Literacy Instruction at the Secondary Level. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953

Chicago Manual of Style (16th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Masters Thesis, The Ohio State University. Accessed March 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

MLA Handbook (7th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Web. 23 Mar 2019.

Vancouver:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Mar 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

Council of Science Editors:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953


Bowling Green State University

6. Cummings, Brienne M. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.

Degree: MEd, Reading, 2008, Bowling Green State University

  The purpose of this study was to determine the status of reading instruction in Ohio high schools. Research supports continuous reading instruction throughout the… (more)

Subjects/Keywords: Reading Instruction; Reading Instruction; Adolescent Literacy; High School Reading Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cummings, B. M. (2008). Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511

Chicago Manual of Style (16th Edition):

Cummings, Brienne M. “Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.” 2008. Masters Thesis, Bowling Green State University. Accessed March 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511.

MLA Handbook (7th Edition):

Cummings, Brienne M. “Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.” 2008. Web. 23 Mar 2019.

Vancouver:

Cummings BM. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Mar 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511.

Council of Science Editors:

Cummings BM. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511


University of Edinburgh

7. Hunt, Christopher George. Centrifugal and centripetal forces in the discourse of early years reading instruction.

Degree: 2010, University of Edinburgh

 This thesis reports on a research project investigating how a sample of eight teachers of P2 children in Scotland encouraged dialogic interaction in their reading… (more)

Subjects/Keywords: 371.3; classroom discourse; reading instruction; literacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hunt, C. G. (2010). Centrifugal and centripetal forces in the discourse of early years reading instruction. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5835

Chicago Manual of Style (16th Edition):

Hunt, Christopher George. “Centrifugal and centripetal forces in the discourse of early years reading instruction.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed March 23, 2019. http://hdl.handle.net/1842/5835.

MLA Handbook (7th Edition):

Hunt, Christopher George. “Centrifugal and centripetal forces in the discourse of early years reading instruction.” 2010. Web. 23 Mar 2019.

Vancouver:

Hunt CG. Centrifugal and centripetal forces in the discourse of early years reading instruction. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1842/5835.

Council of Science Editors:

Hunt CG. Centrifugal and centripetal forces in the discourse of early years reading instruction. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5835


The Ohio State University

8. Rasinski, Timothy Victor. A study of factors involved in reader-text interactions that contribute to fluency in reading.

Degree: PhD, EDU Teaching and Learning, 1985, The Ohio State University

  Recent research into the reading process has been suggestive of three surface-level factors involved in proficient reading. Those factors are automatic word identification, contextual… (more)

Subjects/Keywords: Literacy; Reading Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rasinski, T. V. (1985). A study of factors involved in reader-text interactions that contribute to fluency in reading. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1392114135

Chicago Manual of Style (16th Edition):

Rasinski, Timothy Victor. “A study of factors involved in reader-text interactions that contribute to fluency in reading.” 1985. Doctoral Dissertation, The Ohio State University. Accessed March 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392114135.

MLA Handbook (7th Edition):

Rasinski, Timothy Victor. “A study of factors involved in reader-text interactions that contribute to fluency in reading.” 1985. Web. 23 Mar 2019.

Vancouver:

Rasinski TV. A study of factors involved in reader-text interactions that contribute to fluency in reading. [Internet] [Doctoral dissertation]. The Ohio State University; 1985. [cited 2019 Mar 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1392114135.

Council of Science Editors:

Rasinski TV. A study of factors involved in reader-text interactions that contribute to fluency in reading. [Doctoral Dissertation]. The Ohio State University; 1985. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1392114135


Georgia State University

9. Calder, Rebecca Covington. The Writing Experiences of Urban Adolescents: A Multicase Study.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 In the field of adolescent literacy studies, writing has been neglected in both research and instruction (Juzwik, Curcic, Wolbers, Moxley, Dimling, & Shankland, 2005; Graham… (more)

Subjects/Keywords: witing instruction; multiple literacies; adolescent literacy; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Calder, R. C. (2009). The Writing Experiences of Urban Adolescents: A Multicase Study. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/57

Chicago Manual of Style (16th Edition):

Calder, Rebecca Covington. “The Writing Experiences of Urban Adolescents: A Multicase Study.” 2009. Doctoral Dissertation, Georgia State University. Accessed March 23, 2019. https://scholarworks.gsu.edu/msit_diss/57.

MLA Handbook (7th Edition):

Calder, Rebecca Covington. “The Writing Experiences of Urban Adolescents: A Multicase Study.” 2009. Web. 23 Mar 2019.

Vancouver:

Calder RC. The Writing Experiences of Urban Adolescents: A Multicase Study. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Mar 23]. Available from: https://scholarworks.gsu.edu/msit_diss/57.

Council of Science Editors:

Calder RC. The Writing Experiences of Urban Adolescents: A Multicase Study. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/57


Vanderbilt University

10. Kinder, Kiersten Ann. Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The purpose of this study was to evaluate the relative effects of a commenting intervention and a commenting plus trials intervention for teaching preschool children… (more)

Subjects/Keywords: instructional procedures; embedded instruction; early literacy; preschool

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kinder, K. A. (2010). Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;

Chicago Manual of Style (16th Edition):

Kinder, Kiersten Ann. “Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed March 23, 2019. http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;.

MLA Handbook (7th Edition):

Kinder, Kiersten Ann. “Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming.” 2010. Web. 23 Mar 2019.

Vancouver:

Kinder KA. Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Mar 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;.

Council of Science Editors:

Kinder KA. Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;


University of Central Florida

11. Wheeler, Daniel. The Effect Of The Dove Evolution Film As A One-shot Media Literacy Treatment.

Degree: 2009, University of Central Florida

 The purpose of this study is to test the effectiveness of the Dove Evolution film as a one-shot media literacy treatment to change sociocultural attitudes… (more)

Subjects/Keywords: Media literacy; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wheeler, D. (2009). The Effect Of The Dove Evolution Film As A One-shot Media Literacy Treatment. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3890

Chicago Manual of Style (16th Edition):

Wheeler, Daniel. “The Effect Of The Dove Evolution Film As A One-shot Media Literacy Treatment.” 2009. Doctoral Dissertation, University of Central Florida. Accessed March 23, 2019. http://stars.library.ucf.edu/etd/3890.

MLA Handbook (7th Edition):

Wheeler, Daniel. “The Effect Of The Dove Evolution Film As A One-shot Media Literacy Treatment.” 2009. Web. 23 Mar 2019.

Vancouver:

Wheeler D. The Effect Of The Dove Evolution Film As A One-shot Media Literacy Treatment. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2019 Mar 23]. Available from: http://stars.library.ucf.edu/etd/3890.

Council of Science Editors:

Wheeler D. The Effect Of The Dove Evolution Film As A One-shot Media Literacy Treatment. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/3890


University of California – Berkeley

12. Catterson, Amy Koehler. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.

Degree: Education, 2017, University of California – Berkeley

 Close reading is an enigmatic term with a simple definition: special attention to texts. Key shifts in the Common Core State Standards have led to… (more)

Subjects/Keywords: Reading instruction; Pedagogy; Educational technology; adolescent literacy; close reading; digital media; disciplinary literacy; reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Catterson, A. K. (2017). Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/26k3t6g0

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):

Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Thesis, University of California – Berkeley. Accessed March 23, 2019. http://www.escholarship.org/uc/item/26k3t6g0.

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

MLA Handbook (7th Edition):

Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Web. 23 Mar 2019.

Vancouver:

Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Mar 23]. Available from: http://www.escholarship.org/uc/item/26k3t6g0.

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

Council of Science Editors:

Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/26k3t6g0

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


Kansas State University

13. Creed-Dikeogu, Gloria. Exemplary online information literacy courses at selected four-year colleges and universities.

Degree: PhD, Curriculum and Instruction Programs, 2017, Kansas State University

 Twenty three in-depth qualitative telephone interviews were conducted in this multiple case study with instruction librarians at eight four-year colleges and universities. Snowball sampling was… (more)

Subjects/Keywords: Information Literacy; Blended learning; Curriculum and instruction; Online learning; Instruction – information literacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Creed-Dikeogu, G. (2017). Exemplary online information literacy courses at selected four-year colleges and universities. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/35542

Chicago Manual of Style (16th Edition):

Creed-Dikeogu, Gloria. “Exemplary online information literacy courses at selected four-year colleges and universities.” 2017. Doctoral Dissertation, Kansas State University. Accessed March 23, 2019. http://hdl.handle.net/2097/35542.

MLA Handbook (7th Edition):

Creed-Dikeogu, Gloria. “Exemplary online information literacy courses at selected four-year colleges and universities.” 2017. Web. 23 Mar 2019.

Vancouver:

Creed-Dikeogu G. Exemplary online information literacy courses at selected four-year colleges and universities. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2097/35542.

Council of Science Editors:

Creed-Dikeogu G. Exemplary online information literacy courses at selected four-year colleges and universities. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/35542


University of South Carolina

14. Goodman, Janie Riddle. Beliefs, Practices, and Preservice Teachers: A Case Study.

Degree: PhD, 2014, University of South Carolina

  Existing in the chronology of content area literacy instruction is a convincing body of research that supports the role of strategic learning in students’… (more)

Subjects/Keywords: Education; Content area literacy; Disciplinary literacy; Reading instruction; Strategies Instruction; Teacher beliefs; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goodman, J. R. (2014). Beliefs, Practices, and Preservice Teachers: A Case Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2976

Chicago Manual of Style (16th Edition):

Goodman, Janie Riddle. “Beliefs, Practices, and Preservice Teachers: A Case Study.” 2014. Doctoral Dissertation, University of South Carolina. Accessed March 23, 2019. https://scholarcommons.sc.edu/etd/2976.

MLA Handbook (7th Edition):

Goodman, Janie Riddle. “Beliefs, Practices, and Preservice Teachers: A Case Study.” 2014. Web. 23 Mar 2019.

Vancouver:

Goodman JR. Beliefs, Practices, and Preservice Teachers: A Case Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2014. [cited 2019 Mar 23]. Available from: https://scholarcommons.sc.edu/etd/2976.

Council of Science Editors:

Goodman JR. Beliefs, Practices, and Preservice Teachers: A Case Study. [Doctoral Dissertation]. University of South Carolina; 2014. Available from: https://scholarcommons.sc.edu/etd/2976


University of South Carolina

15. Finneran, Myra L. Improving Scientific Literacy through Reading Strategies: An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The purpose of this quantitative action research study is to examine a Scientific Reading Intervention Model (SRIM) with students enrolled in Honors Chemistry at… (more)

Subjects/Keywords: Curriculum and Instruction; Education; constructivism; disciplinary literacy; multimodal text; scientific literacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Finneran, M. L. (2017). Improving Scientific Literacy through Reading Strategies: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4346

Chicago Manual of Style (16th Edition):

Finneran, Myra L. “Improving Scientific Literacy through Reading Strategies: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed March 23, 2019. https://scholarcommons.sc.edu/etd/4346.

MLA Handbook (7th Edition):

Finneran, Myra L. “Improving Scientific Literacy through Reading Strategies: An Action Research Study.” 2017. Web. 23 Mar 2019.

Vancouver:

Finneran ML. Improving Scientific Literacy through Reading Strategies: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Mar 23]. Available from: https://scholarcommons.sc.edu/etd/4346.

Council of Science Editors:

Finneran ML. Improving Scientific Literacy through Reading Strategies: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4346

16. Robison, Christina Marie. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.

Degree: PhD, 2016, University of New Hampshire

 This phenomenological study identifies three distinct literacy orientations among ten eighth and ninth grade students who attend a small, rural school in Northern New England:… (more)

Subjects/Keywords: Literacy orientation; Literacy sponsorship; Phenomenology; Rural adolescent literacy; Rural studies; Reading instruction; Secondary education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robison, C. M. (2016). PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2251

Chicago Manual of Style (16th Edition):

Robison, Christina Marie. “PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed March 23, 2019. https://scholars.unh.edu/dissertation/2251.

MLA Handbook (7th Edition):

Robison, Christina Marie. “PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.” 2016. Web. 23 Mar 2019.

Vancouver:

Robison CM. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2019 Mar 23]. Available from: https://scholars.unh.edu/dissertation/2251.

Council of Science Editors:

Robison CM. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/2251


University of New Mexico

17. Keller, Patrick. The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.

Degree: Organization, Information & Learning Sciences, 2016, University of New Mexico

 "The Framework for Information Literacy for Higher Education ("the Framework") may serve to influence academic library praxes. A total of 138 academic librarian participants were… (more)

Subjects/Keywords: Information literacy; Framework for Information Literacy; Academic Librarianship; Information Literacy Standards; Library Science; Library Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keller, P. (2016). The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32307

Chicago Manual of Style (16th Edition):

Keller, Patrick. “The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.” 2016. Doctoral Dissertation, University of New Mexico. Accessed March 23, 2019. http://hdl.handle.net/1928/32307.

MLA Handbook (7th Edition):

Keller, Patrick. “The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.” 2016. Web. 23 Mar 2019.

Vancouver:

Keller P. The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1928/32307.

Council of Science Editors:

Keller P. The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32307

18. Hoki, Chieko. Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses.

Degree: 2013, Texas Woman's University

 Digital technologies surround our lives today and many adolescent students are actively engaged in reading and writing through multimodal digital technologies. The omnipresence of digital… (more)

Subjects/Keywords: Reading instruction; English language learners; Literacy instruction; Middle School; Technology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hoki, C. (2013). Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3588

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):

Hoki, Chieko. “Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses.” 2013. Thesis, Texas Woman's University. Accessed March 23, 2019. http://hdl.handle.net/11274/3588.

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

MLA Handbook (7th Edition):

Hoki, Chieko. “Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses.” 2013. Web. 23 Mar 2019.

Vancouver:

Hoki C. Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses. [Internet] [Thesis]. Texas Woman's University; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/11274/3588.

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

Council of Science Editors:

Hoki C. Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses. [Thesis]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/3588

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

19. Gregory, Kristen Howell. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.

Degree: PhD, Teaching and Learning, 2018, Old Dominion University

  Many students enter college with inadequate reading, writing, and critical thinking skills to successfully navigate discipline-specific college-level coursework (Duff, 2010; Hyland, 2006; Lea &… (more)

Subjects/Keywords: Community college; Disciplinary literacy; Faculty development; Learning communities; Literacy instruction; Curriculum and Instruction; Higher Education; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gregory, K. H. (2018). A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13

Chicago Manual of Style (16th Edition):

Gregory, Kristen Howell. “A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.” 2018. Doctoral Dissertation, Old Dominion University. Accessed March 23, 2019. 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13.

MLA Handbook (7th Edition):

Gregory, Kristen Howell. “A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.” 2018. Web. 23 Mar 2019.

Vancouver:

Gregory KH. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Mar 23]. Available from: 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13.

Council of Science Editors:

Gregory KH. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13

20. Hernandez, Fernando. Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study .

Degree: 2016, Texas A&M University – Corpus Christi

 Improving reading performance in Hispanic students continues to be a national and state priority. According to the National Assessment of Educational Progress (NAEP) 2015 reading… (more)

Subjects/Keywords: bilingual students; differentiated instruction; first grade instruction; literacy centers; quasi-experimental study; reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hernandez, F. (2016). Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/701

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):

Hernandez, Fernando. “Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study .” 2016. Thesis, Texas A&M University – Corpus Christi. Accessed March 23, 2019. http://hdl.handle.net/1969.6/701.

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

MLA Handbook (7th Edition):

Hernandez, Fernando. “Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study .” 2016. Web. 23 Mar 2019.

Vancouver:

Hernandez F. Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.6/701.

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

Council of Science Editors:

Hernandez F. Teacher's use of literacy centers to promote literacy acquisition in first grade bilingual students in a South Texas school: A quasi-experimental study . [Thesis]. Texas A&M University – Corpus Christi; 2016. Available from: http://hdl.handle.net/1969.6/701

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


University of Southern California

21. Killion, Jenniffer Michelle. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.

Degree: EdD, Education, 2009, University of Southern California

 Accountability and standards-based reform are buzz words in educational settings today. Much of this is due to the passage of the No Child Left Behind… (more)

Subjects/Keywords: data driven decision making; teacher education; preservice teachers; assessment literacy; data literacy; differentiated instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Killion, J. M. (2009). Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333

Chicago Manual of Style (16th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333.

MLA Handbook (7th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.” 2009. Web. 23 Mar 2019.

Vancouver:

Killion JM. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Mar 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333.

Council of Science Editors:

Killion JM. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333


University of Southern California

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 March 23, 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. 23 Mar 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 Mar 23]. 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


Wayne State University

23. Pearsall, Elizabeth Louise. Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities.

Degree: EdD, Elementary Education, 2016, Wayne State University

  Balanced Literacy Activities in Ontario JK – Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency of Classroom Activities By Elizabeth Louise Pearsall August 2015… (more)

Subjects/Keywords: balanced literacy; comprehensive literacy; elementary; Ontario; reading instruction; Elementary Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pearsall, E. L. (2016). Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1474

Chicago Manual of Style (16th Edition):

Pearsall, Elizabeth Louise. “Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities.” 2016. Doctoral Dissertation, Wayne State University. Accessed March 23, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1474.

MLA Handbook (7th Edition):

Pearsall, Elizabeth Louise. “Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities.” 2016. Web. 23 Mar 2019.

Vancouver:

Pearsall EL. Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Mar 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1474.

Council of Science Editors:

Pearsall EL. Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1474


University of Western Ontario

24. Ghannoum, Hanaa. Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis.

Degree: 2017, University of Western Ontario

 The Ontario Kindergarten programmatic curriculum was examined to determine and articulate how it represents children’s and families’ funds of knowledge and how it relates to… (more)

Subjects/Keywords: Kindergarten curriculum; funds of knowledge; funds of identity; literacy; family literacy; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ghannoum, H. (2017). Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4474

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):

Ghannoum, Hanaa. “Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis.” 2017. Thesis, University of Western Ontario. Accessed March 23, 2019. https://ir.lib.uwo.ca/etd/4474.

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

MLA Handbook (7th Edition):

Ghannoum, Hanaa. “Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis.” 2017. Web. 23 Mar 2019.

Vancouver:

Ghannoum H. Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Mar 23]. Available from: https://ir.lib.uwo.ca/etd/4474.

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

Council of Science Editors:

Ghannoum H. Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4474

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


Washington University in St. Louis

25. Powers, Elia. Teaching News Literacy in the Age Of New Media: Why Secondary School Students Should Be Taught to Judge the Credibility of the News They Consume.

Degree: MA, American Cultural Studies, 2010, Washington University in St. Louis

 This paper involves two of the oldest institutions in America  – schools and the press  – and the preparation of informed citizens in the age… (more)

Subjects/Keywords: Education, Curriculum and Instruction; News Literacy; Media Literacy; Digital Age; Media; Media Education; American Schooling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Powers, E. (2010). Teaching News Literacy in the Age Of New Media: Why Secondary School Students Should Be Taught to Judge the Credibility of the News They Consume. (Thesis). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/etd/455

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):

Powers, Elia. “Teaching News Literacy in the Age Of New Media: Why Secondary School Students Should Be Taught to Judge the Credibility of the News They Consume.” 2010. Thesis, Washington University in St. Louis. Accessed March 23, 2019. https://openscholarship.wustl.edu/etd/455.

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

MLA Handbook (7th Edition):

Powers, Elia. “Teaching News Literacy in the Age Of New Media: Why Secondary School Students Should Be Taught to Judge the Credibility of the News They Consume.” 2010. Web. 23 Mar 2019.

Vancouver:

Powers E. Teaching News Literacy in the Age Of New Media: Why Secondary School Students Should Be Taught to Judge the Credibility of the News They Consume. [Internet] [Thesis]. Washington University in St. Louis; 2010. [cited 2019 Mar 23]. Available from: https://openscholarship.wustl.edu/etd/455.

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

Council of Science Editors:

Powers E. Teaching News Literacy in the Age Of New Media: Why Secondary School Students Should Be Taught to Judge the Credibility of the News They Consume. [Thesis]. Washington University in St. Louis; 2010. Available from: https://openscholarship.wustl.edu/etd/455

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


Florida International University

26. Cash, Tina. The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  Reading deficits in students in Grades 4 to 12 are evident in American schools. Informational text is particularly difficult for students. This quasi-experimental study… (more)

Subjects/Keywords: Reciprocal Mapping; Social Studies Literacy; Reading; Writing; Literacy Strategy; Struggling Readers; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cash, T. (2013). The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1001 ; 10.25148/etd.FI13120620 ; FI13120620

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):

Cash, Tina. “The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement.” 2013. Thesis, Florida International University. Accessed March 23, 2019. http://digitalcommons.fiu.edu/etd/1001 ; 10.25148/etd.FI13120620 ; FI13120620.

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

MLA Handbook (7th Edition):

Cash, Tina. “The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement.” 2013. Web. 23 Mar 2019.

Vancouver:

Cash T. The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Mar 23]. Available from: http://digitalcommons.fiu.edu/etd/1001 ; 10.25148/etd.FI13120620 ; FI13120620.

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

Council of Science Editors:

Cash T. The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1001 ; 10.25148/etd.FI13120620 ; FI13120620

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


George Mason University

27. Irish, Christy K. Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families .

Degree: 2016, George Mason University

 The purpose of this multiple case study was to describe the experiences of six families of varying ethnicities and social classes being taught to use… (more)

Subjects/Keywords: Reading instruction; Dialogic Reading; Emergent Literacy; Family Literacy; Family Reading; Home Reading; Parental Engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Irish, C. K. (2016). Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10572

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):

Irish, Christy K. “Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families .” 2016. Thesis, George Mason University. Accessed March 23, 2019. http://hdl.handle.net/1920/10572.

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

MLA Handbook (7th Edition):

Irish, Christy K. “Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families .” 2016. Web. 23 Mar 2019.

Vancouver:

Irish CK. Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1920/10572.

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

Council of Science Editors:

Irish CK. Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10572

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

28. Rosdahl, June Marie. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.

Degree: 2017, Texas Woman's University

 Young adolescent girls engage in many leisure and academic activities outside of school that support literacy practices and identity formation. The use of mobile devices… (more)

Subjects/Keywords: Education; Adolescent literacy; Cell phones; Girls; Identity; Selfies; Social media; Educational sociology; Literacy; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rosdahl, J. M. (2017). Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9400

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):

Rosdahl, June Marie. “Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.” 2017. Thesis, Texas Woman's University. Accessed March 23, 2019. http://hdl.handle.net/11274/9400.

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

MLA Handbook (7th Edition):

Rosdahl, June Marie. “Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.” 2017. Web. 23 Mar 2019.

Vancouver:

Rosdahl JM. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. [Internet] [Thesis]. Texas Woman's University; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/11274/9400.

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

Council of Science Editors:

Rosdahl JM. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. [Thesis]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9400

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

29. Ramirez-Robertson, Juanita. Descubriendo la Lectura (DLL): A study of teacher-child interactions that support the development of writing composition.

Degree: 2015, Texas Woman's University

 The purpose of this study was to look at the nature of teacher-child conversations when composing messages for writing in a bilingual intervention. Research participants… (more)

Subjects/Keywords: Education; Descubriendo la lectura; Early literacy intervention; Literacy development; Teacher-child conversations; Writing instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ramirez-Robertson, J. (2015). Descubriendo la Lectura (DLL): A study of teacher-child interactions that support the development of writing composition. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10020

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

Chicago Manual of Style (16th Edition):

Ramirez-Robertson, Juanita. “Descubriendo la Lectura (DLL): A study of teacher-child interactions that support the development of writing composition.” 2015. Thesis, Texas Woman's University. Accessed March 23, 2019. http://hdl.handle.net/11274/10020.

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

MLA Handbook (7th Edition):

Ramirez-Robertson, Juanita. “Descubriendo la Lectura (DLL): A study of teacher-child interactions that support the development of writing composition.” 2015. Web. 23 Mar 2019.

Vancouver:

Ramirez-Robertson J. Descubriendo la Lectura (DLL): A study of teacher-child interactions that support the development of writing composition. [Internet] [Thesis]. Texas Woman's University; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/11274/10020.

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

Council of Science Editors:

Ramirez-Robertson J. Descubriendo la Lectura (DLL): A study of teacher-child interactions that support the development of writing composition. [Thesis]. Texas Woman's University; 2015. Available from: http://hdl.handle.net/11274/10020

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


University of Michigan

30. Rainey, Emily C. What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.

Degree: PhD, Educational Studies, 2015, University of Michigan

 Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—few researchers have… (more)

Subjects/Keywords: disciplinary literacy; disciplinary literacy instruction; English language arts; literary studies; secondary school; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rainey, E. C. (2015). What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113618

Chicago Manual of Style (16th Edition):

Rainey, Emily C. “What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.” 2015. Doctoral Dissertation, University of Michigan. Accessed March 23, 2019. http://hdl.handle.net/2027.42/113618.

MLA Handbook (7th Edition):

Rainey, Emily C. “What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.” 2015. Web. 23 Mar 2019.

Vancouver:

Rainey EC. What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2027.42/113618.

Council of Science Editors:

Rainey EC. What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113618

[1] [2] [3] [4] [5] … [28]

.