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You searched for subject:(0524). Showing records 1 – 30 of 63 total matches.

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University of Toronto

1. Ma, Mei Lan. An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions.

Degree: 2009, University of Toronto

Research studies demonstrate that L2 learners participate more equally when using synchronous computer mediated communication (CMC). However, most of these studies have involved adult students… (more)

Subjects/Keywords: English language learners; native speakers; synchronous computer mediated communication; 0524; 0710

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APA (6th Edition):

Ma, M. L. (2009). An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18103

Chicago Manual of Style (16th Edition):

Ma, Mei Lan. “An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions.” 2009. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/18103.

MLA Handbook (7th Edition):

Ma, Mei Lan. “An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions.” 2009. Web. 21 Apr 2019.

Vancouver:

Ma ML. An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/18103.

Council of Science Editors:

Ma ML. An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18103


University of Toronto

2. Sano, Aiko. Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students.

Degree: 2010, University of Toronto

In this study ten Grade 2-3 Japanese-English bilingual students wrote compositions on the same topic in Japanese and English. The students received an intervention designed… (more)

Subjects/Keywords: biliteracy; transfer; Japanese-English bilinguals; writing; 0282; 0524

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APA (6th Edition):

Sano, A. (2010). Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24635

Chicago Manual of Style (16th Edition):

Sano, Aiko. “Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students.” 2010. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/24635.

MLA Handbook (7th Edition):

Sano, Aiko. “Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students.” 2010. Web. 21 Apr 2019.

Vancouver:

Sano A. Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/24635.

Council of Science Editors:

Sano A. Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24635


University of Toronto

3. Du, Xintian. Pinyin and Chinese Children's Phonological Awareness.

Degree: 2010, University of Toronto

This paper critically reviewed the literature on the relationships between Pinyin and Chinese bilingual and monolingual children’s phonological awareness (PA) and identified areas of research… (more)

Subjects/Keywords: Chinese reading; English reading; Pinyin; Phonological awareness; 0525; 0282; 0524

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APA (6th Edition):

Du, X. (2010). Pinyin and Chinese Children's Phonological Awareness. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25645

Chicago Manual of Style (16th Edition):

Du, Xintian. “Pinyin and Chinese Children's Phonological Awareness.” 2010. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/25645.

MLA Handbook (7th Edition):

Du, Xintian. “Pinyin and Chinese Children's Phonological Awareness.” 2010. Web. 21 Apr 2019.

Vancouver:

Du X. Pinyin and Chinese Children's Phonological Awareness. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/25645.

Council of Science Editors:

Du X. Pinyin and Chinese Children's Phonological Awareness. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25645


University of Toronto

4. 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 April 21, 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. 21 Apr 2019.

Vancouver:

Leish KM. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 21]. 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


University of Toronto

5. Simone, Laura De. Youth Leadership Development From the Grade 8 Perspective: A Case Study of a School-based Program.

Degree: 2012, University of Toronto

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described… (more)

Subjects/Keywords: student leadership; leadership development; youth leadership development; adolescent leadership; 0524

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APA (6th Edition):

Simone, L. D. (2012). Youth Leadership Development From the Grade 8 Perspective: A Case Study of a School-based Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33643

Chicago Manual of Style (16th Edition):

Simone, Laura De. “Youth Leadership Development From the Grade 8 Perspective: A Case Study of a School-based Program.” 2012. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/33643.

MLA Handbook (7th Edition):

Simone, Laura De. “Youth Leadership Development From the Grade 8 Perspective: A Case Study of a School-based Program.” 2012. Web. 21 Apr 2019.

Vancouver:

Simone LD. Youth Leadership Development From the Grade 8 Perspective: A Case Study of a School-based Program. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/33643.

Council of Science Editors:

Simone LD. Youth Leadership Development From the Grade 8 Perspective: A Case Study of a School-based Program. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33643


University of Toronto

6. Papoff, Sarah. The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity.

Degree: 2013, University of Toronto

What is the influence of drama and dance on urban elementary students' critical engagement of questions of social justice/equity? This Masters thesis explores a critical… (more)

Subjects/Keywords: drama; critical pedagogy; urban education; dance; elementary; 0727; 0524; 0515

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APA (6th Edition):

Papoff, S. (2013). The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70001

Chicago Manual of Style (16th Edition):

Papoff, Sarah. “The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity.” 2013. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/70001.

MLA Handbook (7th Edition):

Papoff, Sarah. “The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity.” 2013. Web. 21 Apr 2019.

Vancouver:

Papoff S. The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/70001.

Council of Science Editors:

Papoff S. The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/70001

7. Vickrey, Jaime. Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play.

Degree: Master of Landscape Architecture, Department of Landscape Architecture/Regional and Community Planning, 2011, Kansas State University

 School environments of today’s urban children are generally inflexible, restricting and uninspiring places for learning and exploration that are disconnected from their surrounding community and… (more)

Subjects/Keywords: Learning landscape; Education; Elementary Education (0524); Environmental education (0442)

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APA (6th Edition):

Vickrey, J. (2011). Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8783

Chicago Manual of Style (16th Edition):

Vickrey, Jaime. “Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play.” 2011. Masters Thesis, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/8783.

MLA Handbook (7th Edition):

Vickrey, Jaime. “Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play.” 2011. Web. 21 Apr 2019.

Vancouver:

Vickrey J. Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/8783.

Council of Science Editors:

Vickrey J. Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8783


University of Toronto

8. Berrafati, Maria Mercurio-. A Vicious Circle of Struggle and Survival: The Italian International Languages Program Stakeholders' Accounts and Practices.

Degree: 2009, University of Toronto

This qualitative case study was initiated to identify the existing process present in the Italian International Languages Program in the Hamilton-Wentworth area of the Province… (more)

Subjects/Keywords: Elementary international languages; second language; code 0515- code 0524

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APA (6th Edition):

Berrafati, M. M. (2009). A Vicious Circle of Struggle and Survival: The Italian International Languages Program Stakeholders' Accounts and Practices. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19124

Chicago Manual of Style (16th Edition):

Berrafati, Maria Mercurio-. “A Vicious Circle of Struggle and Survival: The Italian International Languages Program Stakeholders' Accounts and Practices.” 2009. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/19124.

MLA Handbook (7th Edition):

Berrafati, Maria Mercurio-. “A Vicious Circle of Struggle and Survival: The Italian International Languages Program Stakeholders' Accounts and Practices.” 2009. Web. 21 Apr 2019.

Vancouver:

Berrafati MM. A Vicious Circle of Struggle and Survival: The Italian International Languages Program Stakeholders' Accounts and Practices. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/19124.

Council of Science Editors:

Berrafati MM. A Vicious Circle of Struggle and Survival: The Italian International Languages Program Stakeholders' Accounts and Practices. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19124


University of Toronto

9. Beatty, Ruth. Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change.

Degree: 2010, University of Toronto

The purpose of this study, based on the third year of a three-year research study, was to examine Grade 6 students’ previously developed abilities to… (more)

Subjects/Keywords: Elementary Mathematics Education; Patterning and Early Algebra; Linear Relationships; 0524; 0280

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APA (6th Edition):

Beatty, R. (2010). Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26347

Chicago Manual of Style (16th Edition):

Beatty, Ruth. “Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/26347.

MLA Handbook (7th Edition):

Beatty, Ruth. “Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change.” 2010. Web. 21 Apr 2019.

Vancouver:

Beatty R. Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/26347.

Council of Science Editors:

Beatty R. Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26347


University of Toronto

10. Shallwani, Sadaf. Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary.

Degree: PhD, 2015, University of Toronto

 The school system in Pakistan seems to be failing children from the very start – with low levels of enrolment, retention (staying in school), and… (more)

Subjects/Keywords: early primary; ready schools; school readiness; transition; 0524

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APA (6th Edition):

Shallwani, S. (2015). Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/71344

Chicago Manual of Style (16th Edition):

Shallwani, Sadaf. “Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary.” 2015. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/71344.

MLA Handbook (7th Edition):

Shallwani, Sadaf. “Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary.” 2015. Web. 21 Apr 2019.

Vancouver:

Shallwani S. Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/71344.

Council of Science Editors:

Shallwani S. Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/71344


University of Toronto

11. Bianchi, Cristina. A Preliminary Exploration of Students' Perceptions of Their Own Learning.

Degree: 2018, University of Toronto

Students acquire knowledge in the classroom from a variety of sources, such as the teacher, learning activities and the academic environment. Yet, there is limited… (more)

Subjects/Keywords: classroom; elementary; student learning; student readiness; technology; Thematic analysis; 0524

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APA (6th Edition):

Bianchi, C. (2018). A Preliminary Exploration of Students' Perceptions of Their Own Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/89535

Chicago Manual of Style (16th Edition):

Bianchi, Cristina. “A Preliminary Exploration of Students' Perceptions of Their Own Learning.” 2018. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/89535.

MLA Handbook (7th Edition):

Bianchi, Cristina. “A Preliminary Exploration of Students' Perceptions of Their Own Learning.” 2018. Web. 21 Apr 2019.

Vancouver:

Bianchi C. A Preliminary Exploration of Students' Perceptions of Their Own Learning. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/89535.

Council of Science Editors:

Bianchi C. A Preliminary Exploration of Students' Perceptions of Their Own Learning. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89535


University of Toronto

12. Murnaghan, Cynthia Ann. The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context.

Degree: 2009, University of Toronto

This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated… (more)

Subjects/Keywords: alternative education; student choice; student autonomy; student directed learning; competency; public education; 0524

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APA (6th Edition):

Murnaghan, C. A. (2009). The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18106

Chicago Manual of Style (16th Edition):

Murnaghan, Cynthia Ann. “The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context.” 2009. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/18106.

MLA Handbook (7th Edition):

Murnaghan, Cynthia Ann. “The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context.” 2009. Web. 21 Apr 2019.

Vancouver:

Murnaghan CA. The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/18106.

Council of Science Editors:

Murnaghan CA. The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18106

13. Mittelberg, Julia A. Challenges elementary teachers face when teaching military-connected students.

Degree: PhD, Curriculum and Instruction Programs, 2014, Kansas State University

 Military-connected students are a highly mobile population who undergo a great deal of stress in their lives. These factors can overflow into life in the… (more)

Subjects/Keywords: Elementary education; Elementary Education (0524)

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APA (6th Edition):

Mittelberg, J. A. (2014). Challenges elementary teachers face when teaching military-connected students. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/18127

Chicago Manual of Style (16th Edition):

Mittelberg, Julia A. “Challenges elementary teachers face when teaching military-connected students.” 2014. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/18127.

MLA Handbook (7th Edition):

Mittelberg, Julia A. “Challenges elementary teachers face when teaching military-connected students.” 2014. Web. 21 Apr 2019.

Vancouver:

Mittelberg JA. Challenges elementary teachers face when teaching military-connected students. [Internet] [Doctoral dissertation]. Kansas State University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/18127.

Council of Science Editors:

Mittelberg JA. Challenges elementary teachers face when teaching military-connected students. [Doctoral Dissertation]. Kansas State University; 2014. Available from: http://hdl.handle.net/2097/18127

14. Duling, Karen S. The principal's role in supporting professional learning communities.

Degree: EdD, Department of Educational Leadership, 2012, Kansas State University

 Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level… (more)

Subjects/Keywords: Professional learning communities; Leadership; Elementary principal; Educational leadership (0449); Elementary Education (0524)

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APA (6th Edition):

Duling, K. S. (2012). The principal's role in supporting professional learning communities. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13629

Chicago Manual of Style (16th Edition):

Duling, Karen S. “The principal's role in supporting professional learning communities.” 2012. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/13629.

MLA Handbook (7th Edition):

Duling, Karen S. “The principal's role in supporting professional learning communities.” 2012. Web. 21 Apr 2019.

Vancouver:

Duling KS. The principal's role in supporting professional learning communities. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/13629.

Council of Science Editors:

Duling KS. The principal's role in supporting professional learning communities. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/13629


Kansas State University

15. Springer, Dustin Michael. An examination of parental awareness and mediation of media consumed by fifth grade students.

Degree: PhD, Curriculum and Instruction Programs, 2011, Kansas State University

 This dissertation investigated parental roles in mediating television, music, and the Internet for their children – specifically their fifth graders. Seventy two parents, representing forty seven… (more)

Subjects/Keywords: Media; Adolescence; Television; Music; Internet; Parents; Elementary; Education, Elementary (0524); Mass Communications (0708)

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APA (6th Edition):

Springer, D. M. (2011). An examination of parental awareness and mediation of media consumed by fifth grade students. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/7299

Chicago Manual of Style (16th Edition):

Springer, Dustin Michael. “An examination of parental awareness and mediation of media consumed by fifth grade students.” 2011. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/7299.

MLA Handbook (7th Edition):

Springer, Dustin Michael. “An examination of parental awareness and mediation of media consumed by fifth grade students.” 2011. Web. 21 Apr 2019.

Vancouver:

Springer DM. An examination of parental awareness and mediation of media consumed by fifth grade students. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/7299.

Council of Science Editors:

Springer DM. An examination of parental awareness and mediation of media consumed by fifth grade students. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/7299


University of Toronto

16. Azimi-Bolourian, Mahshid. The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners.

Degree: PhD, 2014, University of Toronto

 This study examined the language and cognitive factors underlying the development of reading comprehension in 120 elementary school English language learners (ELLs) from typologically different… (more)

Subjects/Keywords: Cross-linguistic Transfer; English Language Learners; Reading Comprehension; Simple View of Reading; 0524

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APA (6th Edition):

Azimi-Bolourian, M. (2014). The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70169

Chicago Manual of Style (16th Edition):

Azimi-Bolourian, Mahshid. “The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/70169.

MLA Handbook (7th Edition):

Azimi-Bolourian, Mahshid. “The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners.” 2014. Web. 21 Apr 2019.

Vancouver:

Azimi-Bolourian M. The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/70169.

Council of Science Editors:

Azimi-Bolourian M. The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/70169

17. Giambrone, Antonino. Dramatic Encounters: Drama Pedagogy and Conflict in Social Justice Teaching.

Degree: PhD, 2016, University of Toronto

 This study examines social justice teaching through drama and conflict pedagogies, and diverse students’ responses to these pedagogies, infused in academic curriculum practice in three… (more)

Subjects/Keywords: Conflict; Drama education; Elementary students; Elementary teaching; Social justice; Social studies education; 0524

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APA (6th Edition):

Giambrone, A. (2016). Dramatic Encounters: Drama Pedagogy and Conflict in Social Justice Teaching. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/72998

Chicago Manual of Style (16th Edition):

Giambrone, Antonino. “Dramatic Encounters: Drama Pedagogy and Conflict in Social Justice Teaching.” 2016. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/72998.

MLA Handbook (7th Edition):

Giambrone, Antonino. “Dramatic Encounters: Drama Pedagogy and Conflict in Social Justice Teaching.” 2016. Web. 21 Apr 2019.

Vancouver:

Giambrone A. Dramatic Encounters: Drama Pedagogy and Conflict in Social Justice Teaching. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/72998.

Council of Science Editors:

Giambrone A. Dramatic Encounters: Drama Pedagogy and Conflict in Social Justice Teaching. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72998


University of Toronto

18. Kumabe, Tara. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.

Degree: PhD, 2018, University of Toronto

 This qualitative study explored the in-school team (IST) structure found within Ontario public elementary schools. The IST is a problem-solving approach implemented to support students,… (more)

Subjects/Keywords: figured worlds; holistic education; inclusive education; in-school teams; leadership; students experiencing difficulties; 0524

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APA (6th Edition):

Kumabe, T. (2018). LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89746

Chicago Manual of Style (16th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/89746.

MLA Handbook (7th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Web. 21 Apr 2019.

Vancouver:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/89746.

Council of Science Editors:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89746


University of Toronto

19. 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 April 21, 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. 21 Apr 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 Apr 21]. 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


University of Toronto

20. Christian, Laura L. Smith. Programs of Choice: Successes and Challenges.

Degree: 2010, University of Toronto

This research examined a policy developed by a school board and explored the successes and challenges of implementing a Sport Academy in a secondary school… (more)

Subjects/Keywords: choice; programs; sport academy; programs of choice; sports programming; alternative programming; successes and challenges; 0727; 0524; 0515

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APA (6th Edition):

Christian, L. L. S. (2010). Programs of Choice: Successes and Challenges. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25676

Chicago Manual of Style (16th Edition):

Christian, Laura L Smith. “Programs of Choice: Successes and Challenges.” 2010. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/25676.

MLA Handbook (7th Edition):

Christian, Laura L Smith. “Programs of Choice: Successes and Challenges.” 2010. Web. 21 Apr 2019.

Vancouver:

Christian LLS. Programs of Choice: Successes and Challenges. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/25676.

Council of Science Editors:

Christian LLS. Programs of Choice: Successes and Challenges. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25676


University of Toronto

21. Mir, Gulshan Ara Tabassum. What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India.

Degree: 2013, University of Toronto

India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing… (more)

Subjects/Keywords: Pedagogy; Traditional teacher-centered pedagogy; Progressive student-centered pedagogy; Critical pedagogy; National Curriculum Framework; Jammu and Kashmir; 0727; 0524

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APA (6th Edition):

Mir, G. A. T. (2013). What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35564

Chicago Manual of Style (16th Edition):

Mir, Gulshan Ara Tabassum. “What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India.” 2013. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/35564.

MLA Handbook (7th Edition):

Mir, Gulshan Ara Tabassum. “What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India.” 2013. Web. 21 Apr 2019.

Vancouver:

Mir GAT. What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/35564.

Council of Science Editors:

Mir GAT. What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35564


University of Toronto

22. Zareey, Sana. The Experiences of Mornelle Court Youth with Secondary School Streaming in Scarborough, Ontario.

Degree: 2013, University of Toronto

Streaming involves dividing students at varying levels of education into distinct “streams” or “tracks”, each with its own set of future academic options. This qualitative… (more)

Subjects/Keywords: High school; Tracking; racism; streaming; qualitative; classism; secondary; elementary; Mornelle; scarborough; ontario; schools; 0515; 0533; 0524; 0534

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APA (6th Edition):

Zareey, S. (2013). The Experiences of Mornelle Court Youth with Secondary School Streaming in Scarborough, Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42655

Chicago Manual of Style (16th Edition):

Zareey, Sana. “The Experiences of Mornelle Court Youth with Secondary School Streaming in Scarborough, Ontario.” 2013. Masters Thesis, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/42655.

MLA Handbook (7th Edition):

Zareey, Sana. “The Experiences of Mornelle Court Youth with Secondary School Streaming in Scarborough, Ontario.” 2013. Web. 21 Apr 2019.

Vancouver:

Zareey S. The Experiences of Mornelle Court Youth with Secondary School Streaming in Scarborough, Ontario. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/42655.

Council of Science Editors:

Zareey S. The Experiences of Mornelle Court Youth with Secondary School Streaming in Scarborough, Ontario. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42655

23. Bland, Lendi L. Exploring the relationship between assessed dispositions and assessed student teaching success of teacher education candidates from an NCATE accredited teacher preparation program.

Degree: PhD, Department of Curriculum and Instruction, 2014, Kansas State University

 Research regarding dispositions dates back seven decades; but because of challenges in measuring, identifying and monitoring dispositions, teacher education programs have only recently developed procedures… (more)

Subjects/Keywords: Dispositions; Undergraduate teacher education; Elementary Education (0524)

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APA (6th Edition):

Bland, L. L. (2014). Exploring the relationship between assessed dispositions and assessed student teaching success of teacher education candidates from an NCATE accredited teacher preparation program. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/17607

Chicago Manual of Style (16th Edition):

Bland, Lendi L. “Exploring the relationship between assessed dispositions and assessed student teaching success of teacher education candidates from an NCATE accredited teacher preparation program.” 2014. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/17607.

MLA Handbook (7th Edition):

Bland, Lendi L. “Exploring the relationship between assessed dispositions and assessed student teaching success of teacher education candidates from an NCATE accredited teacher preparation program.” 2014. Web. 21 Apr 2019.

Vancouver:

Bland LL. Exploring the relationship between assessed dispositions and assessed student teaching success of teacher education candidates from an NCATE accredited teacher preparation program. [Internet] [Doctoral dissertation]. Kansas State University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/17607.

Council of Science Editors:

Bland LL. Exploring the relationship between assessed dispositions and assessed student teaching success of teacher education candidates from an NCATE accredited teacher preparation program. [Doctoral Dissertation]. Kansas State University; 2014. Available from: http://hdl.handle.net/2097/17607

24. Nauerth, Deborah Anne. The impact of lesson study professional development on teacher self-efficacy and outcome expectancy.

Degree: PhD, Curriculum and Instruction Programs, 2015, Kansas State University

 The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using… (more)

Subjects/Keywords: Lesson study; Social Cognitive Theory; Self-efficacy; Outcome Expectancy; MTEEBI; Mathematics; Curriculum Development (0727); Elementary Education (0524); Teacher Education (0530)

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APA (6th Edition):

Nauerth, D. A. (2015). The impact of lesson study professional development on teacher self-efficacy and outcome expectancy. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/19048

Chicago Manual of Style (16th Edition):

Nauerth, Deborah Anne. “The impact of lesson study professional development on teacher self-efficacy and outcome expectancy.” 2015. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/19048.

MLA Handbook (7th Edition):

Nauerth, Deborah Anne. “The impact of lesson study professional development on teacher self-efficacy and outcome expectancy.” 2015. Web. 21 Apr 2019.

Vancouver:

Nauerth DA. The impact of lesson study professional development on teacher self-efficacy and outcome expectancy. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/19048.

Council of Science Editors:

Nauerth DA. The impact of lesson study professional development on teacher self-efficacy and outcome expectancy. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/19048

25. Splichal, Kevin L. Lived experiences of two pre-service teachers from a midwestern rural university during internships.

Degree: PhD, Curriculum and Instruction, 2015, Kansas State University

 This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and… (more)

Subjects/Keywords: Pre-service teachers; Clinical based practices; Internships; Internship experiences; Phenomenology; Lived experiences; Curriculum Development (0727); Educational leadership (0449); Elementary Education (0524)

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APA (6th Edition):

Splichal, K. L. (2015). Lived experiences of two pre-service teachers from a midwestern rural university during internships. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/19151

Chicago Manual of Style (16th Edition):

Splichal, Kevin L. “Lived experiences of two pre-service teachers from a midwestern rural university during internships.” 2015. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/19151.

MLA Handbook (7th Edition):

Splichal, Kevin L. “Lived experiences of two pre-service teachers from a midwestern rural university during internships.” 2015. Web. 21 Apr 2019.

Vancouver:

Splichal KL. Lived experiences of two pre-service teachers from a midwestern rural university during internships. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/19151.

Council of Science Editors:

Splichal KL. Lived experiences of two pre-service teachers from a midwestern rural university during internships. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/19151

26. Hernandez, Cecilia M. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction.

Degree: PhD, Curriculum and Instruction Programs, 2011, Kansas State University

 Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when… (more)

Subjects/Keywords: Preservice teachers; Latina; Science; Math; Culturally Responsive Teaching; Elementary instruction; Education, General (0515); Elementary Education (0524); Science Education (0714)

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APA (6th Edition):

Hernandez, C. M. (2011). The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/8557

Chicago Manual of Style (16th Edition):

Hernandez, Cecilia M. “The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction.” 2011. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/8557.

MLA Handbook (7th Edition):

Hernandez, Cecilia M. “The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction.” 2011. Web. 21 Apr 2019.

Vancouver:

Hernandez CM. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/8557.

Council of Science Editors:

Hernandez CM. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8557


Kansas State University

27. Horton, Staci. The young Mozart: digital storytelling with elementary aged students.

Degree: MM, Department of Music, 2011, Kansas State University

 Who was Johannes Chrysostomus Wolfgangus Theophius Mozart? He was a child prodigy who dazzled Kings, Queens, Emperors and Empresses as a young boy and lead… (more)

Subjects/Keywords: Horton; Mozart; Digital storytelling; Story; Elementary education; Music; Elementary Education (0524); Music (0413); Music Education (0522)

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APA (6th Edition):

Horton, S. (2011). The young Mozart: digital storytelling with elementary aged students. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8571

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):

Horton, Staci. “The young Mozart: digital storytelling with elementary aged students.” 2011. Thesis, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/8571.

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

MLA Handbook (7th Edition):

Horton, Staci. “The young Mozart: digital storytelling with elementary aged students.” 2011. Web. 21 Apr 2019.

Vancouver:

Horton S. The young Mozart: digital storytelling with elementary aged students. [Internet] [Thesis]. Kansas State University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/8571.

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

Council of Science Editors:

Horton S. The young Mozart: digital storytelling with elementary aged students. [Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8571

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


Kansas State University

28. DeWeese, Christy Suzanne Puckett. Professional development and literacy coaching: a case study of kindergarten, first, and second grade balanced literacy instruction.

Degree: PhD, Department of Curriculum and Instruction, 2008, Kansas State University

 To become lifelong readers, young children require instruction from teachers who integrate their knowledge of the reading process and expert instructional skills to support students'… (more)

Subjects/Keywords: Professional development; Literacy coaching; Balanced literacy; Education, Elementary (0524)

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APA (6th Edition):

DeWeese, C. S. P. (2008). Professional development and literacy coaching: a case study of kindergarten, first, and second grade balanced literacy instruction. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/672

Chicago Manual of Style (16th Edition):

DeWeese, Christy Suzanne Puckett. “Professional development and literacy coaching: a case study of kindergarten, first, and second grade balanced literacy instruction.” 2008. Doctoral Dissertation, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/672.

MLA Handbook (7th Edition):

DeWeese, Christy Suzanne Puckett. “Professional development and literacy coaching: a case study of kindergarten, first, and second grade balanced literacy instruction.” 2008. Web. 21 Apr 2019.

Vancouver:

DeWeese CSP. Professional development and literacy coaching: a case study of kindergarten, first, and second grade balanced literacy instruction. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/672.

Council of Science Editors:

DeWeese CSP. Professional development and literacy coaching: a case study of kindergarten, first, and second grade balanced literacy instruction. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/672


University of Toronto

29. Feng, Ching Chao. The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model  – The Journey of Three Teachers in Taiwan.

Degree: 2011, University of Toronto

Children in Taiwan start their English classes in grade three. As they progress through the grades, they generally do not demonstrate high English proficiency. In… (more)

Subjects/Keywords: Cooperative Learning; Literacy; The Picture Word Inductive Model; Change; English as a Foreign Language; 0727; 0524; 0530; 0535

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APA (6th Edition):

Feng, C. C. (2011). The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model  – The Journey of Three Teachers in Taiwan. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27578

Chicago Manual of Style (16th Edition):

Feng, Ching Chao. “The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model  – The Journey of Three Teachers in Taiwan.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 21, 2019. http://hdl.handle.net/1807/27578.

MLA Handbook (7th Edition):

Feng, Ching Chao. “The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model  – The Journey of Three Teachers in Taiwan.” 2011. Web. 21 Apr 2019.

Vancouver:

Feng CC. The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model  – The Journey of Three Teachers in Taiwan. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1807/27578.

Council of Science Editors:

Feng CC. The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model  – The Journey of Three Teachers in Taiwan. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27578

30. Dominguez, Luis Carlos. E-Ludic Learning for Low ICT-Aware Areas :an Experiment in Tepeaca, Puebla, Mexico.

Degree: 2010, Bond University

 While researchers in the developed world have focused on the benefits of incorporating engaging forms of ICT (such as games) into education, comparatively little research… (more)

Subjects/Keywords: Educational technology; e-Ludic learning; Education, Elementary (0524)

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APA (6th Edition):

Dominguez, L. C. (2010). E-Ludic Learning for Low ICT-Aware Areas :an Experiment in Tepeaca, Puebla, Mexico. (Thesis). Bond University. Retrieved from https://epublications.bond.edu.au/theses/27

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):

Dominguez, Luis Carlos. “E-Ludic Learning for Low ICT-Aware Areas :an Experiment in Tepeaca, Puebla, Mexico.” 2010. Thesis, Bond University. Accessed April 21, 2019. https://epublications.bond.edu.au/theses/27.

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

MLA Handbook (7th Edition):

Dominguez, Luis Carlos. “E-Ludic Learning for Low ICT-Aware Areas :an Experiment in Tepeaca, Puebla, Mexico.” 2010. Web. 21 Apr 2019.

Vancouver:

Dominguez LC. E-Ludic Learning for Low ICT-Aware Areas :an Experiment in Tepeaca, Puebla, Mexico. [Internet] [Thesis]. Bond University; 2010. [cited 2019 Apr 21]. Available from: https://epublications.bond.edu.au/theses/27.

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

Council of Science Editors:

Dominguez LC. E-Ludic Learning for Low ICT-Aware Areas :an Experiment in Tepeaca, Puebla, Mexico. [Thesis]. Bond University; 2010. Available from: https://epublications.bond.edu.au/theses/27

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

[1] [2] [3]

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