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You searched for subject:(0279). Showing records 1 – 30 of 35 total matches.

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University of Toronto

1. Velasquez, Maria Cecilia. Language and Identity: Bilingual Code-switching in Spanish-English Interviews.

Degree: 2010, University of Toronto

The relationship in a bilingual conversation between language choice and identity has been the subject of research in different disciplines such as sociolinguistics, psycholinguistics, and… (more)

Subjects/Keywords: Code-switching; English-Spanish; 0282; 0279

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APA (6th Edition):

Velasquez, M. C. (2010). Language and Identity: Bilingual Code-switching in Spanish-English Interviews. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25679

Chicago Manual of Style (16th Edition):

Velasquez, Maria Cecilia. “Language and Identity: Bilingual Code-switching in Spanish-English Interviews.” 2010. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/25679.

MLA Handbook (7th Edition):

Velasquez, Maria Cecilia. “Language and Identity: Bilingual Code-switching in Spanish-English Interviews.” 2010. Web. 23 Sep 2019.

Vancouver:

Velasquez MC. Language and Identity: Bilingual Code-switching in Spanish-English Interviews. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/25679.

Council of Science Editors:

Velasquez MC. Language and Identity: Bilingual Code-switching in Spanish-English Interviews. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25679


Kansas State University

2. Bahrami, Yar Mohammad. Marking of English verbs for past tense: a study of Afghan learners' production.

Degree: MA, Department of Modern Languages, 2009, Kansas State University

 The formation of English past tense by EFL (or ESL) learners has been the object of much second language acquisition research. This study investigates the… (more)

Subjects/Keywords: Marking of Past Tense; Education, Language and Literature (0279)

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APA (6th Edition):

Bahrami, Y. M. (2009). Marking of English verbs for past tense: a study of Afghan learners' production. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1516

Chicago Manual of Style (16th Edition):

Bahrami, Yar Mohammad. “Marking of English verbs for past tense: a study of Afghan learners' production.” 2009. Masters Thesis, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/1516.

MLA Handbook (7th Edition):

Bahrami, Yar Mohammad. “Marking of English verbs for past tense: a study of Afghan learners' production.” 2009. Web. 23 Sep 2019.

Vancouver:

Bahrami YM. Marking of English verbs for past tense: a study of Afghan learners' production. [Internet] [Masters thesis]. Kansas State University; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/1516.

Council of Science Editors:

Bahrami YM. Marking of English verbs for past tense: a study of Afghan learners' production. [Masters Thesis]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1516


University of Toronto

3. Leish, Kaylyn Mc. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools.

Degree: 2011, University of Toronto

Recently Ontario included critical literacy in the Language Arts curriculum. I plan to investigate what impact critical literacy will have on Canadian schools. I will… (more)

Subjects/Keywords: Critical Literacy; students "at risk"; 0727; 0279; 0529; 0524

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APA (6th Edition):

Leish, K. M. (2011). Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29481

Chicago Manual of Style (16th Edition):

Leish, Kaylyn Mc. “Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools.” 2011. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/29481.

MLA Handbook (7th Edition):

Leish, Kaylyn Mc. “Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools.” 2011. Web. 23 Sep 2019.

Vancouver:

Leish KM. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/29481.

Council of Science Editors:

Leish KM. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29481

4. Martin, Joy Alison. Exploring secondary writing teachers’ metacognition: an avenue to professional development.

Degree: PhD, Curriculum and Instruction, 2013, Kansas State University

 Writing teachers teach students to read, write, and think through text. They draw upon their own comprehension to determine if, when, and how to intervene… (more)

Subjects/Keywords: Metacognition; Reading comprehension; Writing instruction; Writing assessment; Professional development; Language Arts (0279)

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APA (6th Edition):

Martin, J. A. (2013). Exploring secondary writing teachers’ metacognition: an avenue to professional development. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15521

Chicago Manual of Style (16th Edition):

Martin, Joy Alison. “Exploring secondary writing teachers’ metacognition: an avenue to professional development.” 2013. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/15521.

MLA Handbook (7th Edition):

Martin, Joy Alison. “Exploring secondary writing teachers’ metacognition: an avenue to professional development.” 2013. Web. 23 Sep 2019.

Vancouver:

Martin JA. Exploring secondary writing teachers’ metacognition: an avenue to professional development. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/15521.

Council of Science Editors:

Martin JA. Exploring secondary writing teachers’ metacognition: an avenue to professional development. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15521


University of Toronto

5. Chen, Cuijie. Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University.

Degree: 2010, University of Toronto

This study investigates how 4 newly admitted Chinese international graduate students participate in classroom discussions at a Canadian university. This qualitative research provides rich descriptions… (more)

Subjects/Keywords: second language learning; classroom discussions; classroom participation; studying abroad; 0515; 0727; 0279

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APA (6th Edition):

Chen, C. (2010). Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25472

Chicago Manual of Style (16th Edition):

Chen, Cuijie. “Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University.” 2010. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/25472.

MLA Handbook (7th Edition):

Chen, Cuijie. “Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University.” 2010. Web. 23 Sep 2019.

Vancouver:

Chen C. Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/25472.

Council of Science Editors:

Chen C. Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25472


University of Toronto

6. Truman, Sarah E. Writing Affect: Aesthetic Space, Contemplative Practice and the Self.

Degree: 2013, University of Toronto

In this thesis I explore writers and their writing practices as embodied, contingent, and affected by aesthetic environments and contemplative practices. I discuss contemplative practices… (more)

Subjects/Keywords: Writing; Aesthetic Space; Contemplative Practice; Arts-Based Research-Creation; Post-Pedagogy; 0681; 0727; 0279

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APA (6th Edition):

Truman, S. E. (2013). Writing Affect: Aesthetic Space, Contemplative Practice and the Self. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42652

Chicago Manual of Style (16th Edition):

Truman, Sarah E. “Writing Affect: Aesthetic Space, Contemplative Practice and the Self.” 2013. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/42652.

MLA Handbook (7th Edition):

Truman, Sarah E. “Writing Affect: Aesthetic Space, Contemplative Practice and the Self.” 2013. Web. 23 Sep 2019.

Vancouver:

Truman SE. Writing Affect: Aesthetic Space, Contemplative Practice and the Self. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/42652.

Council of Science Editors:

Truman SE. Writing Affect: Aesthetic Space, Contemplative Practice and the Self. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42652

7. Loewen, David Allen. The relationship of motivational values of math and reading teachers to student test score gains.

Degree: PhD, Department of Curriculum and Instruction, 2013, Kansas State University

 This exploratory correlational study seeks to answer the question of whether a relationship exists between student average test score gains on state exams and teachers’… (more)

Subjects/Keywords: Teacher; Values; Learning; Value-added; Correlation; Effectiveness; Education, General (0515); Language Arts (0279); Mathematics Education (0280)

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APA (6th Edition):

Loewen, D. A. (2013). The relationship of motivational values of math and reading teachers to student test score gains. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15504

Chicago Manual of Style (16th Edition):

Loewen, David Allen. “The relationship of motivational values of math and reading teachers to student test score gains.” 2013. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/15504.

MLA Handbook (7th Edition):

Loewen, David Allen. “The relationship of motivational values of math and reading teachers to student test score gains.” 2013. Web. 23 Sep 2019.

Vancouver:

Loewen DA. The relationship of motivational values of math and reading teachers to student test score gains. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/15504.

Council of Science Editors:

Loewen DA. The relationship of motivational values of math and reading teachers to student test score gains. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15504

8. Nephew, Irene J. An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005.

Degree: PhD, Department of Secondary Education, 2009, Kansas State University

 An ethnographic content analysis was conducted to explore the African American cultural content contained in the text of picture books portraying African Americans published 2001… (more)

Subjects/Keywords: Multicultural literature; African American childrens' literature; Education, Bilingual and Multicultural (0282); Education, Curriculum and Instruction (0727); Education, Language and Literature (0279)

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APA (6th Edition):

Nephew, I. J. (2009). An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/2067

Chicago Manual of Style (16th Edition):

Nephew, Irene J. “An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005.” 2009. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/2067.

MLA Handbook (7th Edition):

Nephew, Irene J. “An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005.” 2009. Web. 23 Sep 2019.

Vancouver:

Nephew IJ. An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/2067.

Council of Science Editors:

Nephew IJ. An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/2067


Kansas State University

9. Perez de Leal, Patricia. Las posadas navidenas en Mexico: lengua, cultura y literatura.

Degree: MA, Department of Modern Languages, 2008, Kansas State University

 Este trabajo está diseñado para que los estudiantes aprendan cultura al mismo tiempo que utilizan el idioma. Además contiene un programa pedagógico que incluye la… (more)

Subjects/Keywords: Posadas Navideñas; Posadas mexicanas; Education, Language and Literature (0279)

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APA (6th Edition):

Perez de Leal, P. (2008). Las posadas navidenas en Mexico: lengua, cultura y literatura. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/939

Chicago Manual of Style (16th Edition):

Perez de Leal, Patricia. “Las posadas navidenas en Mexico: lengua, cultura y literatura.” 2008. Masters Thesis, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/939.

MLA Handbook (7th Edition):

Perez de Leal, Patricia. “Las posadas navidenas en Mexico: lengua, cultura y literatura.” 2008. Web. 23 Sep 2019.

Vancouver:

Perez de Leal P. Las posadas navidenas en Mexico: lengua, cultura y literatura. [Internet] [Masters thesis]. Kansas State University; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/939.

Council of Science Editors:

Perez de Leal P. Las posadas navidenas en Mexico: lengua, cultura y literatura. [Masters Thesis]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/939

10. Wang, Xinchen. Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program.

Degree: 2013, University of Toronto

The study investigated the role of identity investment in the context of an English/Mandarin transitional bilingual education (TBE) program in Hamilton, Ontario, Canada. Fifteen students… (more)

Subjects/Keywords: Identity; Bilingual education; English; Mandarin; 0279

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APA (6th Edition):

Wang, X. (2013). Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42653

Chicago Manual of Style (16th Edition):

Wang, Xinchen. “Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program.” 2013. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/42653.

MLA Handbook (7th Edition):

Wang, Xinchen. “Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program.” 2013. Web. 23 Sep 2019.

Vancouver:

Wang X. Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/42653.

Council of Science Editors:

Wang X. Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42653


University of Toronto

11. Kornacki, Tamara. Measuring Phonological Short-term Memory, apart from Lexical Knowledge.

Degree: 2011, University of Toronto

The current research examined whether nonword repetition (NWR) tasks, designed to measure phonological short-term memory, are also influenced by familiarity with lexical representation of a… (more)

Subjects/Keywords: Phonological short-term memory; Repetition of nonwords; Cognitive development; Wordlikeness of nonwords; 0633; 0620; 0632; 0279; 0282

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APA (6th Edition):

Kornacki, T. (2011). Measuring Phonological Short-term Memory, apart from Lexical Knowledge. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30095

Chicago Manual of Style (16th Edition):

Kornacki, Tamara. “Measuring Phonological Short-term Memory, apart from Lexical Knowledge.” 2011. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/30095.

MLA Handbook (7th Edition):

Kornacki, Tamara. “Measuring Phonological Short-term Memory, apart from Lexical Knowledge.” 2011. Web. 23 Sep 2019.

Vancouver:

Kornacki T. Measuring Phonological Short-term Memory, apart from Lexical Knowledge. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/30095.

Council of Science Editors:

Kornacki T. Measuring Phonological Short-term Memory, apart from Lexical Knowledge. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30095

12. Chen, Ying. Developing Book Clubs in High School English Classrooms.

Degree: 2012, University of Toronto

The focus of this research is to examine the book club as a social context for literacy development. Students in book clubs perceive literature authentically… (more)

Subjects/Keywords: BOOK CLUB; READING; LITERATURE; LITERACY; 0727; 0279

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APA (6th Edition):

Chen, Y. (2012). Developing Book Clubs in High School English Classrooms. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33636

Chicago Manual of Style (16th Edition):

Chen, Ying. “Developing Book Clubs in High School English Classrooms.” 2012. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/33636.

MLA Handbook (7th Edition):

Chen, Ying. “Developing Book Clubs in High School English Classrooms.” 2012. Web. 23 Sep 2019.

Vancouver:

Chen Y. Developing Book Clubs in High School English Classrooms. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/33636.

Council of Science Editors:

Chen Y. Developing Book Clubs in High School English Classrooms. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33636


Kansas State University

13. Buckley, Lydia. Teaching portfolio: Français.

Degree: MA, Department of Modern Languages, 2008, Kansas State University

 This portfolio presents demonstrably proven effective guidelines for classroom activities in accordance with the widely accepted, communicative approach to teaching foreign languages. Stemming from the… (more)

Subjects/Keywords: French; Teaching; Portfolio; Education, Language and Literature (0279); Language, Modern (0291)

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APA (6th Edition):

Buckley, L. (2008). Teaching portfolio: Français. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1016

Chicago Manual of Style (16th Edition):

Buckley, Lydia. “Teaching portfolio: Français.” 2008. Masters Thesis, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/1016.

MLA Handbook (7th Edition):

Buckley, Lydia. “Teaching portfolio: Français.” 2008. Web. 23 Sep 2019.

Vancouver:

Buckley L. Teaching portfolio: Français. [Internet] [Masters thesis]. Kansas State University; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/1016.

Council of Science Editors:

Buckley L. Teaching portfolio: Français. [Masters Thesis]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1016


Kansas State University

14. Murillo-Palacios, Ileaneth. La teoria de los Esquemata y su influencia en la comprension de lectura.

Degree: MA, Department of Modern Languages, 2008, Kansas State University

 El siguiente trabajo tiene como objetivo investigar la influencia de la teoría de los esquemata durante el proceso de comprensión lectora en una clase de… (more)

Subjects/Keywords: aplicacion; teoria; esquemata; unidad; estudio; Education, Language and Literature (0279); Language, Modern (0291)

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APA (6th Edition):

Murillo-Palacios, I. (2008). La teoria de los Esquemata y su influencia en la comprension de lectura. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1066

Chicago Manual of Style (16th Edition):

Murillo-Palacios, Ileaneth. “La teoria de los Esquemata y su influencia en la comprension de lectura.” 2008. Masters Thesis, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/1066.

MLA Handbook (7th Edition):

Murillo-Palacios, Ileaneth. “La teoria de los Esquemata y su influencia en la comprension de lectura.” 2008. Web. 23 Sep 2019.

Vancouver:

Murillo-Palacios I. La teoria de los Esquemata y su influencia en la comprension de lectura. [Internet] [Masters thesis]. Kansas State University; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/1066.

Council of Science Editors:

Murillo-Palacios I. La teoria de los Esquemata y su influencia en la comprension de lectura. [Masters Thesis]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1066

15. Barboza, Ana Lorena. Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 Spanish instructors are not neo-phobic of instructional technology (IT), and they will affirm they are not afraid of IT just to avoid being labeled as… (more)

Subjects/Keywords: Instructional information technology (IT); Perceptions and practices; College Spanish; Spanish language; Language instruction; Second Language Acquisition (SLA); Education, Curriculum and Instruction (0727); Education, Language and Literature (0279); Education, Technology (0710)

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APA (6th Edition):

Barboza, A. L. (2010). Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/3903

Chicago Manual of Style (16th Edition):

Barboza, Ana Lorena. “Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction.” 2010. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/3903.

MLA Handbook (7th Edition):

Barboza, Ana Lorena. “Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction.” 2010. Web. 23 Sep 2019.

Vancouver:

Barboza AL. Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/3903.

Council of Science Editors:

Barboza AL. Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/3903


University of Toronto

16. Walters, Robert. Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club.

Degree: 2011, University of Toronto

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter… (more)

Subjects/Keywords: Literacy; Reading; Writing; Under-Achieving; Book Club; Community of Learning; Student Performance; Reading as a Social Act; Writing as a Social Act; Elementary; Social Performance; 0524; 0535; 0279

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APA (6th Edition):

Walters, R. (2011). Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29491

Chicago Manual of Style (16th Edition):

Walters, Robert. “Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club.” 2011. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/29491.

MLA Handbook (7th Edition):

Walters, Robert. “Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club.” 2011. Web. 23 Sep 2019.

Vancouver:

Walters R. Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/29491.

Council of Science Editors:

Walters R. Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29491


University of Toronto

17. Zaramian, Reuben. Testing the Limits of Oral Narration: A Case Study on Armenian Genocide Survivors.

Degree: 2011, University of Toronto

This research discusses communication and meaning in the context of orality, using a variety of theoretical perspectives, including memory theory, media and communication theory, and… (more)

Subjects/Keywords: orality; narration; oral history; oral histories; armenian genocide; genocide; walter ong; media theory; communication theory; semiotics; memory; zoryan institute; interview; survivor; 0459; 0279; 0333; 0290; 0681

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APA (6th Edition):

Zaramian, R. (2011). Testing the Limits of Oral Narration: A Case Study on Armenian Genocide Survivors. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/31664

Chicago Manual of Style (16th Edition):

Zaramian, Reuben. “Testing the Limits of Oral Narration: A Case Study on Armenian Genocide Survivors.” 2011. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/31664.

MLA Handbook (7th Edition):

Zaramian, Reuben. “Testing the Limits of Oral Narration: A Case Study on Armenian Genocide Survivors.” 2011. Web. 23 Sep 2019.

Vancouver:

Zaramian R. Testing the Limits of Oral Narration: A Case Study on Armenian Genocide Survivors. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/31664.

Council of Science Editors:

Zaramian R. Testing the Limits of Oral Narration: A Case Study on Armenian Genocide Survivors. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31664


University of Toronto

18. Chacaby, Maya. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.

Degree: 2011, University of Toronto

In Anishinaabemowin (Ojibwe language), Kipimoojikewin refers to our inheritance, or the things we carry with us. While Anishinaabemowin, Anishinaabe (Ojibwe) pedagogy and research practices are… (more)

Subjects/Keywords: Anishinaabe pedagogy; Ojibwe language; Ojibwe philosophy; Anishinaabemowin; Aboriginal worldview; Aboriginal education; self-determination; Anishinaabe axiology; Indigenous language revitalization; Aboriginal pedagogy; Aboriginal research; colonization; 0515; 0422; 0998; 0279; 0740

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APA (6th Edition):

Chacaby, M. (2011). Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30080

Chicago Manual of Style (16th Edition):

Chacaby, Maya. “Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.” 2011. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/30080.

MLA Handbook (7th Edition):

Chacaby, Maya. “Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.” 2011. Web. 23 Sep 2019.

Vancouver:

Chacaby M. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/30080.

Council of Science Editors:

Chacaby M. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30080


University of Toronto

19. McInnis, Lara. Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols.

Degree: 2009, University of Toronto

Paraphrasing is taught to postsecondary students to help them avoid plagiarism in their academic essays, but it can be challenging for native speakers (L1) as… (more)

Subjects/Keywords: second language writing; paraphrasing; academic writing; composition; verbal report; plagiarism; ESL; postsecondary; 0279

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APA (6th Edition):

McInnis, L. (2009). Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18105

Chicago Manual of Style (16th Edition):

McInnis, Lara. “Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols.” 2009. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/18105.

MLA Handbook (7th Edition):

McInnis, Lara. “Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols.” 2009. Web. 23 Sep 2019.

Vancouver:

McInnis L. Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/18105.

Council of Science Editors:

McInnis L. Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18105


University of Toronto

20. Babayants, Artem. Acting and Second Language Pragmatics: Pedagogical Intersections.

Degree: 2011, University of Toronto

The study sheds light on the interrelations between interlanguage pragmatics and the use of a popular acting method, the Stanislavsky System, for second language (L2)… (more)

Subjects/Keywords: drama; second language; education; L2; acting; performance; pedagogy; case study; sociolinguistics; pragmatics; pragmatic competence; sociolinguistic competence; intonation; theatre; foreign language; musical; adult education; second language education; 0279; 0465

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APA (6th Edition):

Babayants, A. (2011). Acting and Second Language Pragmatics: Pedagogical Intersections. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32210

Chicago Manual of Style (16th Edition):

Babayants, Artem. “Acting and Second Language Pragmatics: Pedagogical Intersections.” 2011. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/32210.

MLA Handbook (7th Edition):

Babayants, Artem. “Acting and Second Language Pragmatics: Pedagogical Intersections.” 2011. Web. 23 Sep 2019.

Vancouver:

Babayants A. Acting and Second Language Pragmatics: Pedagogical Intersections. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/32210.

Council of Science Editors:

Babayants A. Acting and Second Language Pragmatics: Pedagogical Intersections. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/32210

21. Wessels, Stephanie. A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students.

Degree: PhD, Curriculum and Instruction Programs, 2008, Kansas State University

 This quasi-experimental study was designed to measure the effects of a research-based intervention on fourth and fifth grade culturally and linguistically diverse students' vocabulary development.… (more)

Subjects/Keywords: Vocabulary development; Culturally and linguistically diverse students; Student engagement; Education, Elementary (0524); Education, Language and Literature (0279); Education, Reading (0535)

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APA (6th Edition):

Wessels, S. (2008). A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/897

Chicago Manual of Style (16th Edition):

Wessels, Stephanie. “A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students.” 2008. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/897.

MLA Handbook (7th Edition):

Wessels, Stephanie. “A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students.” 2008. Web. 23 Sep 2019.

Vancouver:

Wessels S. A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/897.

Council of Science Editors:

Wessels S. A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/897


Kansas State University

22. Larson, Eva Lotta Cecilia. A case study exploring the “new literacies” during a fifth-grade electronic reading workshop.

Degree: PhD, Curriculum and Instruction Programs, 2007, Kansas State University

 In today’s classrooms, literacy instruction is undergoing tremendous transformations as new technologies demand new literacies. The purpose of this qualitative case study was to examine… (more)

Subjects/Keywords: New literacies; Technology integration; Education, Elementary (0524); Education, Language and Literature (0279); Education, Technology (0710)

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APA (6th Edition):

Larson, E. L. C. (2007). A case study exploring the “new literacies” during a fifth-grade electronic reading workshop. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/352

Chicago Manual of Style (16th Edition):

Larson, Eva Lotta Cecilia. “A case study exploring the “new literacies” during a fifth-grade electronic reading workshop.” 2007. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/352.

MLA Handbook (7th Edition):

Larson, Eva Lotta Cecilia. “A case study exploring the “new literacies” during a fifth-grade electronic reading workshop.” 2007. Web. 23 Sep 2019.

Vancouver:

Larson ELC. A case study exploring the “new literacies” during a fifth-grade electronic reading workshop. [Internet] [Doctoral dissertation]. Kansas State University; 2007. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/352.

Council of Science Editors:

Larson ELC. A case study exploring the “new literacies” during a fifth-grade electronic reading workshop. [Doctoral Dissertation]. Kansas State University; 2007. Available from: http://hdl.handle.net/2097/352

23. Guthrie, Christine Elizabeth. Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom.

Degree: 2013, University of Toronto

Psychologists have proposed that schools should teach for wisdom, but this proposal has rarely been investigated. The present study examines secondary school English language arts… (more)

Subjects/Keywords: wisdom; English; Psychology; teaching; instructional; language; arts; education; goals; 0525; 0620; 0279

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APA (6th Edition):

Guthrie, C. E. (2013). Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42621

Chicago Manual of Style (16th Edition):

Guthrie, Christine Elizabeth. “Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom.” 2013. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/42621.

MLA Handbook (7th Edition):

Guthrie, Christine Elizabeth. “Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom.” 2013. Web. 23 Sep 2019.

Vancouver:

Guthrie CE. Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/42621.

Council of Science Editors:

Guthrie CE. Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42621


University of Toronto

24. Chubak, Lynda Evelyn Carol. "I feel like a bag lady": Personal Interstices, Self-Disclosures and Empathetic Affiliation during Workplace Meetings.

Degree: 2012, University of Toronto

While an extensive body of research exploring professional discourse exists, research investigating off-task talk within workplaces has been relatively side-lined. To better understand the possible… (more)

Subjects/Keywords: personal interstice; reciprocal sequence; conversation analysis; self-disclosure; empathy; second story; affiliation; alignment; workplace; business meeting; social talk; relational; small talk; off-task talk; self-reference; exchange sequence; institutional talk; English as a second language; 0279; 0679

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APA (6th Edition):

Chubak, L. E. C. (2012). "I feel like a bag lady": Personal Interstices, Self-Disclosures and Empathetic Affiliation during Workplace Meetings. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33638

Chicago Manual of Style (16th Edition):

Chubak, Lynda Evelyn Carol. “"I feel like a bag lady": Personal Interstices, Self-Disclosures and Empathetic Affiliation during Workplace Meetings.” 2012. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/33638.

MLA Handbook (7th Edition):

Chubak, Lynda Evelyn Carol. “"I feel like a bag lady": Personal Interstices, Self-Disclosures and Empathetic Affiliation during Workplace Meetings.” 2012. Web. 23 Sep 2019.

Vancouver:

Chubak LEC. "I feel like a bag lady": Personal Interstices, Self-Disclosures and Empathetic Affiliation during Workplace Meetings. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/33638.

Council of Science Editors:

Chubak LEC. "I feel like a bag lady": Personal Interstices, Self-Disclosures and Empathetic Affiliation during Workplace Meetings. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33638


University of Toronto

25. Camase, Greta. The Ideological Construction of a Second Reality: A Critical Analysis of a Romanian EFL Textbook.

Degree: 2009, University of Toronto

Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this… (more)

Subjects/Keywords: textbook analysis; Romanian textbook; communist ideology and curriculum; second reality; textbook content analysis; intertextuality; 0282; 0279; 0290

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APA (6th Edition):

Camase, G. (2009). The Ideological Construction of a Second Reality: A Critical Analysis of a Romanian EFL Textbook. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18099

Chicago Manual of Style (16th Edition):

Camase, Greta. “The Ideological Construction of a Second Reality: A Critical Analysis of a Romanian EFL Textbook.” 2009. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/18099.

MLA Handbook (7th Edition):

Camase, Greta. “The Ideological Construction of a Second Reality: A Critical Analysis of a Romanian EFL Textbook.” 2009. Web. 23 Sep 2019.

Vancouver:

Camase G. The Ideological Construction of a Second Reality: A Critical Analysis of a Romanian EFL Textbook. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/18099.

Council of Science Editors:

Camase G. The Ideological Construction of a Second Reality: A Critical Analysis of a Romanian EFL Textbook. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18099


University of Toronto

26. Prasad, Gail. Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario.

Degree: 2009, University of Toronto

This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students.… (more)

Subjects/Keywords: multiple literacies; multiliteracies; french-language schooling; minority education; arts-informed research; bilingualism/multilingualism; second language education; 0282; 0524; 0727; 0279

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APA (6th Edition):

Prasad, G. (2009). Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18108

Chicago Manual of Style (16th Edition):

Prasad, Gail. “Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario.” 2009. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/18108.

MLA Handbook (7th Edition):

Prasad, Gail. “Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario.” 2009. Web. 23 Sep 2019.

Vancouver:

Prasad G. Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/18108.

Council of Science Editors:

Prasad G. Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18108


Kansas State University

27. Brooks, Kathryn A. In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production.

Degree: PhD, Curriculum and Instruction Programs, 2006, Kansas State University

 This study utilized an ecobehaviorial approach to investigate the relationship between English language learner language use in middle school content area classrooms and instructional grouping… (more)

Subjects/Keywords: ESL; English language learner; classroom interaction; academic language; ecobehavioral; middle school; Education, Bilingual and Multicultural (0282); Education, Curriculum and Instruction (0727); Education, Language and Literature (0279)

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APA (6th Edition):

Brooks, K. A. (2006). In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/238

Chicago Manual of Style (16th Edition):

Brooks, Kathryn A. “In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production.” 2006. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/238.

MLA Handbook (7th Edition):

Brooks, Kathryn A. “In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production.” 2006. Web. 23 Sep 2019.

Vancouver:

Brooks KA. In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/238.

Council of Science Editors:

Brooks KA. In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/238


University of Toronto

28. Jaimungal, Cristina S. Language, Power, and Race: A Comparative Approach to the Sociopolitics of English.

Degree: 2013, University of Toronto

This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language… (more)

Subjects/Keywords: Politics of Language; Race; Language Policy; Power; Japan; Trinidad and Tobago; Language Education; Education; Anti-racism research methodology; Language Politics; Language Production; Commodification of Language; Racialized Bodies and Language; Colonialism; English; International Communication; Education Policy; Language Ideology; Critical Language Theory; Comparative Theory; Sociopolitics of English; Auto-ethnography; Linguicide; Post-Colonialism; Indigenous Research Methodology; 0534; 0631; 0282; 0700; 0344; 0279; 0340; 0530

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APA (6th Edition):

Jaimungal, C. S. (2013). Language, Power, and Race: A Comparative Approach to the Sociopolitics of English. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42856

Chicago Manual of Style (16th Edition):

Jaimungal, Cristina S. “Language, Power, and Race: A Comparative Approach to the Sociopolitics of English.” 2013. Masters Thesis, University of Toronto. Accessed September 23, 2019. http://hdl.handle.net/1807/42856.

MLA Handbook (7th Edition):

Jaimungal, Cristina S. “Language, Power, and Race: A Comparative Approach to the Sociopolitics of English.” 2013. Web. 23 Sep 2019.

Vancouver:

Jaimungal CS. Language, Power, and Race: A Comparative Approach to the Sociopolitics of English. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1807/42856.

Council of Science Editors:

Jaimungal CS. Language, Power, and Race: A Comparative Approach to the Sociopolitics of English. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42856


Kansas State University

29. Alhosani, Najwa M. Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students.

Degree: PhD, Curriculum and Instruction Programs, 2008, Kansas State University

 This qualitative case study sought to gain deeper understanding of the role the writing process approach played in developing the writing ability of five fifth… (more)

Subjects/Keywords: Writing process approach; English as a second language (ESL); Arab elementary students; Elementary teachers; Second language learning; Elementary education; Education, Bilingual and Multicultural (0282); Education, Elementary (0524); Education, Language and Literature (0279)

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APA (6th Edition):

Alhosani, N. M. (2008). Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1128

Chicago Manual of Style (16th Edition):

Alhosani, Najwa M. “Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students.” 2008. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/1128.

MLA Handbook (7th Edition):

Alhosani, Najwa M. “Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students.” 2008. Web. 23 Sep 2019.

Vancouver:

Alhosani NM. Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/1128.

Council of Science Editors:

Alhosani NM. Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1128


Kansas State University

30. Watkins-Mace, Sarah P. The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers.

Degree: PhD, Curriculum and Instruction Programs, 2006, Kansas State University

 It has long been believed that how well one reads and writes in his/her first language will help a learner when trying to read and… (more)

Subjects/Keywords: English as a Second Language; Developmental Interdependence Hypothesis; Foreign language learners; Second language learners; Bilingual education; Biliteracy; Education, Bilingual and Multicultural (0282); Education, Language and Literature (0279); Education, Reading (0535)

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APA (6th Edition):

Watkins-Mace, S. P. (2006). The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/224

Chicago Manual of Style (16th Edition):

Watkins-Mace, Sarah P. “The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers.” 2006. Doctoral Dissertation, Kansas State University. Accessed September 23, 2019. http://hdl.handle.net/2097/224.

MLA Handbook (7th Edition):

Watkins-Mace, Sarah P. “The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers.” 2006. Web. 23 Sep 2019.

Vancouver:

Watkins-Mace SP. The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2097/224.

Council of Science Editors:

Watkins-Mace SP. The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/224

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