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You searched for subject:(Authorship Study AND teaching ). Showing records 1 – 30 of 17901 total matches.

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Michigan State University

1. McNabb, Scott. Revision processes of four skilled college writers.

Degree: PhD, Department of English, 1987, Michigan State University

Subjects/Keywords: Authorship; Editing; Authorship – Study and teaching

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APA (6th Edition):

McNabb, S. (1987). Revision processes of four skilled college writers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:46771

Chicago Manual of Style (16th Edition):

McNabb, Scott. “Revision processes of four skilled college writers.” 1987. Doctoral Dissertation, Michigan State University. Accessed January 24, 2020. http://etd.lib.msu.edu/islandora/object/etd:46771.

MLA Handbook (7th Edition):

McNabb, Scott. “Revision processes of four skilled college writers.” 1987. Web. 24 Jan 2020.

Vancouver:

McNabb S. Revision processes of four skilled college writers. [Internet] [Doctoral dissertation]. Michigan State University; 1987. [cited 2020 Jan 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:46771.

Council of Science Editors:

McNabb S. Revision processes of four skilled college writers. [Doctoral Dissertation]. Michigan State University; 1987. Available from: http://etd.lib.msu.edu/islandora/object/etd:46771


Central Connecticut State University

2. Martinez, José F., 1958-. The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math.

Degree: Department of Educational Leadership, 2013, Central Connecticut State University

Achievement in mathematics, as evidenced by scores on international assessments, is a persistent national concern. The expectations of the Common Core State Standards for Mathematics… (more)

Subjects/Keywords: Diaries – Authorship – Study and teaching (Secondary); Mathematics – Study and teaching (Secondary); Numeracy.; Metacognition.; Written communication.

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APA (6th Edition):

Martinez, José F., 1. (2013). The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1860

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):

Martinez, José F., 1958-. “The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math.” 2013. Thesis, Central Connecticut State University. Accessed January 24, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1860.

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

MLA Handbook (7th Edition):

Martinez, José F., 1958-. “The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math.” 2013. Web. 24 Jan 2020.

Vancouver:

Martinez, José F. 1. The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2020 Jan 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1860.

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

Council of Science Editors:

Martinez, José F. 1. The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1860

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


Central Connecticut State University

3. Macaluso, Michael A. (Michael Anthony), 1986-. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.

Degree: Department of Mathematical Sciences, 2016, Central Connecticut State University

This thesis presents the suggestion of implementing daily mathematics journal writing into the fourth grade classroom. Journal writing gives students further opportunity to extend their… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Mathematics – Testing.; Diaries – Authorship.

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APA (6th Edition):

Macaluso, Michael A. (Michael Anthony), 1. (2016). The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2302

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):

Macaluso, Michael A. (Michael Anthony), 1986-. “The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.” 2016. Thesis, Central Connecticut State University. Accessed January 24, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2302.

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

MLA Handbook (7th Edition):

Macaluso, Michael A. (Michael Anthony), 1986-. “The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.” 2016. Web. 24 Jan 2020.

Vancouver:

Macaluso, Michael A. (Michael Anthony) 1. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Jan 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2302.

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

Council of Science Editors:

Macaluso, Michael A. (Michael Anthony) 1. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2302

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


Central Connecticut State University

4. Frakl, Kaitlyn. Effects of the Self-Regulated Strategy Development Model on the Argumentative Writing of Diverse High School Students.

Degree: 2016, Central Connecticut State University

Subjects/Keywords: Authorship – Study and teaching (Secondary)

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APA (6th Edition):

Frakl, K. (2016). Effects of the Self-Regulated Strategy Development Model on the Argumentative Writing of Diverse High School Students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2889

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):

Frakl, Kaitlyn. “Effects of the Self-Regulated Strategy Development Model on the Argumentative Writing of Diverse High School Students.” 2016. Thesis, Central Connecticut State University. Accessed January 24, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2889.

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

MLA Handbook (7th Edition):

Frakl, Kaitlyn. “Effects of the Self-Regulated Strategy Development Model on the Argumentative Writing of Diverse High School Students.” 2016. Web. 24 Jan 2020.

Vancouver:

Frakl K. Effects of the Self-Regulated Strategy Development Model on the Argumentative Writing of Diverse High School Students. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Jan 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2889.

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

Council of Science Editors:

Frakl K. Effects of the Self-Regulated Strategy Development Model on the Argumentative Writing of Diverse High School Students. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2889

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


Michigan State University

5. Hackett, Herbert Lewis. An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology.

Degree: PhD, 1952, Michigan State University

Subjects/Keywords: Authorship; Rhetoric – Study and teaching

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APA (6th Edition):

Hackett, H. L. (1952). An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:5029

Chicago Manual of Style (16th Edition):

Hackett, Herbert Lewis. “An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology.” 1952. Doctoral Dissertation, Michigan State University. Accessed January 24, 2020. http://etd.lib.msu.edu/islandora/object/etd:5029.

MLA Handbook (7th Edition):

Hackett, Herbert Lewis. “An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology.” 1952. Web. 24 Jan 2020.

Vancouver:

Hackett HL. An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology. [Internet] [Doctoral dissertation]. Michigan State University; 1952. [cited 2020 Jan 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:5029.

Council of Science Editors:

Hackett HL. An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology. [Doctoral Dissertation]. Michigan State University; 1952. Available from: http://etd.lib.msu.edu/islandora/object/etd:5029


University of British Columbia

6. Hegedus, Katalin. Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms .

Degree: 1990, University of British Columbia

 The study of the Back and Forth book of an eleven years old E.S.L. student introduces a type of personal writing which is argued to… (more)

Subjects/Keywords: Diaries  – Authorship  – Study and teaching; Diaries  – Authorship

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APA (6th Edition):

Hegedus, K. (1990). Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/29929

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):

Hegedus, Katalin. “Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms .” 1990. Thesis, University of British Columbia. Accessed January 24, 2020. http://hdl.handle.net/2429/29929.

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

MLA Handbook (7th Edition):

Hegedus, Katalin. “Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms .” 1990. Web. 24 Jan 2020.

Vancouver:

Hegedus K. Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms . [Internet] [Thesis]. University of British Columbia; 1990. [cited 2020 Jan 24]. Available from: http://hdl.handle.net/2429/29929.

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

Council of Science Editors:

Hegedus K. Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms . [Thesis]. University of British Columbia; 1990. Available from: http://hdl.handle.net/2429/29929

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


University of Alberta

7. Fowler, Leah Cheryl. Gifts from the tribe: the writing and teaching of five Canadian authors.

Degree: MEd, Department of Secondary Education, 1989, University of Alberta

Subjects/Keywords: Authors, Canadian.; Authorship – Study and teaching.

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APA (6th Edition):

Fowler, L. C. (1989). Gifts from the tribe: the writing and teaching of five Canadian authors. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5712m8942

Chicago Manual of Style (16th Edition):

Fowler, Leah Cheryl. “Gifts from the tribe: the writing and teaching of five Canadian authors.” 1989. Masters Thesis, University of Alberta. Accessed January 24, 2020. https://era.library.ualberta.ca/files/5712m8942.

MLA Handbook (7th Edition):

Fowler, Leah Cheryl. “Gifts from the tribe: the writing and teaching of five Canadian authors.” 1989. Web. 24 Jan 2020.

Vancouver:

Fowler LC. Gifts from the tribe: the writing and teaching of five Canadian authors. [Internet] [Masters thesis]. University of Alberta; 1989. [cited 2020 Jan 24]. Available from: https://era.library.ualberta.ca/files/5712m8942.

Council of Science Editors:

Fowler LC. Gifts from the tribe: the writing and teaching of five Canadian authors. [Masters Thesis]. University of Alberta; 1989. Available from: https://era.library.ualberta.ca/files/5712m8942


Stellenbosch University

8. Nel, Monet. Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns.

Degree: MA, General Linguistics, 2017, Stellenbosch University

ENGLISH ABSTRACT: This thesis investigates the multimodal construction of voice and agency in master's theses within the South African context. I argue that voice is… (more)

Subjects/Keywords: Dissertations, Academic  – Authorship; Academic writing; English language  – Study and teaching  – Foreign speakers; Multilingualism and literature; Language and languages  – Study and teaching; Rhetoric  – Study and teaching; Second language acquisition; UCTD

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APA (6th Edition):

Nel, M. (2017). Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102901

Chicago Manual of Style (16th Edition):

Nel, Monet. “Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns.” 2017. Masters Thesis, Stellenbosch University. Accessed January 24, 2020. http://hdl.handle.net/10019.1/102901.

MLA Handbook (7th Edition):

Nel, Monet. “Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns.” 2017. Web. 24 Jan 2020.

Vancouver:

Nel M. Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2020 Jan 24]. Available from: http://hdl.handle.net/10019.1/102901.

Council of Science Editors:

Nel M. Student voice and agency in master's thesis writing in a second language context: Beyond the use of pronouns. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102901


McGill University

9. Alleyn, Suzanne. Learning the language of mathematics.

Degree: MA, Department of Educational Studies., 2004, McGill University

In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary); Remedial teaching; Diaries  – Authorship

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APA (6th Edition):

Alleyn, S. (2004). Learning the language of mathematics. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile81477.pdf

Chicago Manual of Style (16th Edition):

Alleyn, Suzanne. “Learning the language of mathematics.” 2004. Masters Thesis, McGill University. Accessed January 24, 2020. http://digitool.library.mcgill.ca/thesisfile81477.pdf.

MLA Handbook (7th Edition):

Alleyn, Suzanne. “Learning the language of mathematics.” 2004. Web. 24 Jan 2020.

Vancouver:

Alleyn S. Learning the language of mathematics. [Internet] [Masters thesis]. McGill University; 2004. [cited 2020 Jan 24]. Available from: http://digitool.library.mcgill.ca/thesisfile81477.pdf.

Council of Science Editors:

Alleyn S. Learning the language of mathematics. [Masters Thesis]. McGill University; 2004. Available from: http://digitool.library.mcgill.ca/thesisfile81477.pdf


Portland State University

10. Wagner, Brandon Joel. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?.

Degree: MSin Teaching (M.S.T.) in General Science, Science Teaching, 2014, Portland State University

  Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in… (more)

Subjects/Keywords: Biology  – Study and teaching (Secondary); Technical writing  – Study and teaching (Secondary); Diaries  – Authorship  – Science  – Study and teaching (Secondary); Literacy  – Study and teaching (Secondary); Academic writing  – Study and teaching (Secondary); Other Rhetoric and Composition; Science and Mathematics Education

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APA (6th Edition):

Wagner, B. J. (2014). Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2127

Chicago Manual of Style (16th Edition):

Wagner, Brandon Joel. “Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?.” 2014. Masters Thesis, Portland State University. Accessed January 24, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/2127.

MLA Handbook (7th Edition):

Wagner, Brandon Joel. “Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?.” 2014. Web. 24 Jan 2020.

Vancouver:

Wagner BJ. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?. [Internet] [Masters thesis]. Portland State University; 2014. [cited 2020 Jan 24]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2127.

Council of Science Editors:

Wagner BJ. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?. [Masters Thesis]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2127

11. Pullen, Amber D. Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives.

Degree: MA, English, 2016, Eastern Washington University

 This thesis explores the current discourse surrounding the redefinition of concepts such as text and authorship in the field of composition studies. Drawing from scholarship… (more)

Subjects/Keywords: English language – Composition and exercises – Study and teaching – Northwest; Pacific; English language – Study and teaching (Higher) – Northwest; Pacific; Creative nonfiction – Study and teaching (Higher) – Northwest; Pacific; Essays – Authorship – Study and teaching (Higher) – Northwest; Pacific; Academic writing – Study and teaching (Higher) – Northwest; Pacific

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APA (6th Edition):

Pullen, A. D. (2016). Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/388

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):

Pullen, Amber D. “Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives.” 2016. Thesis, Eastern Washington University. Accessed January 24, 2020. https://dc.ewu.edu/theses/388.

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

MLA Handbook (7th Edition):

Pullen, Amber D. “Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives.” 2016. Web. 24 Jan 2020.

Vancouver:

Pullen AD. Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2020 Jan 24]. Available from: https://dc.ewu.edu/theses/388.

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

Council of Science Editors:

Pullen AD. Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives. [Thesis]. Eastern Washington University; 2016. Available from: https://dc.ewu.edu/theses/388

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


Montana State University

12. Wells, Carmi Ray. The relationship between journal writing and achievement in mathematical measurement and place value/regrouping among primary school children.

Degree: College of Education, Health & Human Development, 1986, Montana State University

Subjects/Keywords: Mathematics Study and teaching.; Diaries Authorship.; Education, Primary.

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APA (6th Edition):

Wells, C. R. (1986). The relationship between journal writing and achievement in mathematical measurement and place value/regrouping among primary school children. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/6597

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):

Wells, Carmi Ray. “The relationship between journal writing and achievement in mathematical measurement and place value/regrouping among primary school children.” 1986. Thesis, Montana State University. Accessed January 24, 2020. https://scholarworks.montana.edu/xmlui/handle/1/6597.

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

MLA Handbook (7th Edition):

Wells, Carmi Ray. “The relationship between journal writing and achievement in mathematical measurement and place value/regrouping among primary school children.” 1986. Web. 24 Jan 2020.

Vancouver:

Wells CR. The relationship between journal writing and achievement in mathematical measurement and place value/regrouping among primary school children. [Internet] [Thesis]. Montana State University; 1986. [cited 2020 Jan 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/6597.

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

Council of Science Editors:

Wells CR. The relationship between journal writing and achievement in mathematical measurement and place value/regrouping among primary school children. [Thesis]. Montana State University; 1986. Available from: https://scholarworks.montana.edu/xmlui/handle/1/6597

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


Montana Tech

13. Sayler, Lauree Ann. Assessment of the creative project Anna.

Degree: MIS, 1996, Montana Tech

Subjects/Keywords: Arts Study and teaching.; Children's literature Authorship.

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APA (6th Edition):

Sayler, L. A. (1996). Assessment of the creative project Anna. (Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/7859

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):

Sayler, Lauree Ann. “Assessment of the creative project Anna.” 1996. Thesis, Montana Tech. Accessed January 24, 2020. https://scholarworks.umt.edu/etd/7859.

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

MLA Handbook (7th Edition):

Sayler, Lauree Ann. “Assessment of the creative project Anna.” 1996. Web. 24 Jan 2020.

Vancouver:

Sayler LA. Assessment of the creative project Anna. [Internet] [Thesis]. Montana Tech; 1996. [cited 2020 Jan 24]. Available from: https://scholarworks.umt.edu/etd/7859.

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

Council of Science Editors:

Sayler LA. Assessment of the creative project Anna. [Thesis]. Montana Tech; 1996. Available from: https://scholarworks.umt.edu/etd/7859

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


Michigan State University

14. Stroethoff, Janet Abuhl. Effects of prior knowledge, prior interest, and learning on writing.

Degree: PhD, Department of English, 1988, Michigan State University

Subjects/Keywords: Authorship; English language – Rhetoric – Study and teaching; College freshmen

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APA (6th Edition):

Stroethoff, J. A. (1988). Effects of prior knowledge, prior interest, and learning on writing. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:20256

Chicago Manual of Style (16th Edition):

Stroethoff, Janet Abuhl. “Effects of prior knowledge, prior interest, and learning on writing.” 1988. Doctoral Dissertation, Michigan State University. Accessed January 24, 2020. http://etd.lib.msu.edu/islandora/object/etd:20256.

MLA Handbook (7th Edition):

Stroethoff, Janet Abuhl. “Effects of prior knowledge, prior interest, and learning on writing.” 1988. Web. 24 Jan 2020.

Vancouver:

Stroethoff JA. Effects of prior knowledge, prior interest, and learning on writing. [Internet] [Doctoral dissertation]. Michigan State University; 1988. [cited 2020 Jan 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:20256.

Council of Science Editors:

Stroethoff JA. Effects of prior knowledge, prior interest, and learning on writing. [Doctoral Dissertation]. Michigan State University; 1988. Available from: http://etd.lib.msu.edu/islandora/object/etd:20256


University of Hong Kong

15. Cowler, Richard Alan. What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong.

Degree: MAin Applied, 2010, University of Hong Kong

published_or_final_version

Applied English Studies

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: Diaries - Authorship - Study and teaching (Secondary) - China - Hong Kong.; Action research in education - China - Hong Kong.; English language - Written English - Study and teaching (Secondary) - China - Hong Kong.

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

APA (6th Edition):

Cowler, R. A. (2010). What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from Cowler, R. A.. (2010). What kind of feedback is appropriate for the journal writing of language learners? : action research in a secondary classroom in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4562072 ; http://dx.doi.org/10.5353/th_b4562072 ; http://hdl.handle.net/10722/133212

Chicago Manual of Style (16th Edition):

Cowler, Richard Alan. “What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong.” 2010. Masters Thesis, University of Hong Kong. Accessed January 24, 2020. Cowler, R. A.. (2010). What kind of feedback is appropriate for the journal writing of language learners? : action research in a secondary classroom in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4562072 ; http://dx.doi.org/10.5353/th_b4562072 ; http://hdl.handle.net/10722/133212.

MLA Handbook (7th Edition):

Cowler, Richard Alan. “What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong.” 2010. Web. 24 Jan 2020.

Vancouver:

Cowler RA. What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2010. [cited 2020 Jan 24]. Available from: Cowler, R. A.. (2010). What kind of feedback is appropriate for the journal writing of language learners? : action research in a secondary classroom in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4562072 ; http://dx.doi.org/10.5353/th_b4562072 ; http://hdl.handle.net/10722/133212.

Council of Science Editors:

Cowler RA. What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong. [Masters Thesis]. University of Hong Kong; 2010. Available from: Cowler, R. A.. (2010). What kind of feedback is appropriate for the journal writing of language learners? : action research in a secondary classroom in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4562072 ; http://dx.doi.org/10.5353/th_b4562072 ; http://hdl.handle.net/10722/133212

16. Svoboda, Jeffrey Lee. Teaching English in the Philippines: a diary study of a novice ESL teacher.

Degree: MA, English, 2013, Eastern Washington University

  "In this diary study, the writer explores the similarities and differences between teaching English at the college level in the Philippines and the United… (more)

Subjects/Keywords: Self-actualization (Psychology); Diaries – Authorship; English language – Study and teaching – Foreign speakers; English language – Study and teaching – Philippines; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Svoboda, J. L. (2013). Teaching English in the Philippines: a diary study of a novice ESL teacher. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/92

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):

Svoboda, Jeffrey Lee. “Teaching English in the Philippines: a diary study of a novice ESL teacher.” 2013. Thesis, Eastern Washington University. Accessed January 24, 2020. https://dc.ewu.edu/theses/92.

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

MLA Handbook (7th Edition):

Svoboda, Jeffrey Lee. “Teaching English in the Philippines: a diary study of a novice ESL teacher.” 2013. Web. 24 Jan 2020.

Vancouver:

Svoboda JL. Teaching English in the Philippines: a diary study of a novice ESL teacher. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2020 Jan 24]. Available from: https://dc.ewu.edu/theses/92.

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

Council of Science Editors:

Svoboda JL. Teaching English in the Philippines: a diary study of a novice ESL teacher. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/92

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

17. Lacey, Peter M. Poetry in translation to teach ESL composition at the college level.

Degree: MA, English, 2013, Eastern Washington University

  "This thesis records the L1 to English poetry translations and subsequent self- reflections on the translation process by college level ESL composition students. It… (more)

Subjects/Keywords: English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Poetry – Translating; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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

APA (6th Edition):

Lacey, P. M. (2013). Poetry in translation to teach ESL composition at the college level. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/88

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):

Lacey, Peter M. “Poetry in translation to teach ESL composition at the college level.” 2013. Thesis, Eastern Washington University. Accessed January 24, 2020. https://dc.ewu.edu/theses/88.

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

MLA Handbook (7th Edition):

Lacey, Peter M. “Poetry in translation to teach ESL composition at the college level.” 2013. Web. 24 Jan 2020.

Vancouver:

Lacey PM. Poetry in translation to teach ESL composition at the college level. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2020 Jan 24]. Available from: https://dc.ewu.edu/theses/88.

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

Council of Science Editors:

Lacey PM. Poetry in translation to teach ESL composition at the college level. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/88

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


Michigan State University

18. Francis, Jeremy Breton. Uncovering the mythology of secondary English language arts : a Barthesian approach to English studies.

Degree: PhD, Department of English, 2007, Michigan State University

Subjects/Keywords: English language – Study and teaching; New Criticism; Essay – Authorship; Vocabulary – Study and teaching

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

APA (6th Edition):

Francis, J. B. (2007). Uncovering the mythology of secondary English language arts : a Barthesian approach to English studies. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:38536

Chicago Manual of Style (16th Edition):

Francis, Jeremy Breton. “Uncovering the mythology of secondary English language arts : a Barthesian approach to English studies.” 2007. Doctoral Dissertation, Michigan State University. Accessed January 24, 2020. http://etd.lib.msu.edu/islandora/object/etd:38536.

MLA Handbook (7th Edition):

Francis, Jeremy Breton. “Uncovering the mythology of secondary English language arts : a Barthesian approach to English studies.” 2007. Web. 24 Jan 2020.

Vancouver:

Francis JB. Uncovering the mythology of secondary English language arts : a Barthesian approach to English studies. [Internet] [Doctoral dissertation]. Michigan State University; 2007. [cited 2020 Jan 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:38536.

Council of Science Editors:

Francis JB. Uncovering the mythology of secondary English language arts : a Barthesian approach to English studies. [Doctoral Dissertation]. Michigan State University; 2007. Available from: http://etd.lib.msu.edu/islandora/object/etd:38536


University of Missouri – Columbia

19. Kurtyka, Faith. Love, loss and what I wrote: an ethnographic study of personal writing in a textile and apparel management course.

Degree: 2007, University of Missouri – Columbia

 This study reports the results of a semester-long ethnography of a writing-intensive textile and apparel management class that uses personal academic argument. Tracing the changing… (more)

Subjects/Keywords: Authorship; Education  – Authorship; Academic writing; Textile industry  – Study and teaching; Clothing and dress  – Study and teaching

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APA (6th Edition):

Kurtyka, F. (2007). Love, loss and what I wrote: an ethnographic study of personal writing in a textile and apparel management course. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/5063

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):

Kurtyka, Faith. “Love, loss and what I wrote: an ethnographic study of personal writing in a textile and apparel management course.” 2007. Thesis, University of Missouri – Columbia. Accessed January 24, 2020. https://doi.org/10.32469/10355/5063.

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

MLA Handbook (7th Edition):

Kurtyka, Faith. “Love, loss and what I wrote: an ethnographic study of personal writing in a textile and apparel management course.” 2007. Web. 24 Jan 2020.

Vancouver:

Kurtyka F. Love, loss and what I wrote: an ethnographic study of personal writing in a textile and apparel management course. [Internet] [Thesis]. University of Missouri – Columbia; 2007. [cited 2020 Jan 24]. Available from: https://doi.org/10.32469/10355/5063.

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

Council of Science Editors:

Kurtyka F. Love, loss and what I wrote: an ethnographic study of personal writing in a textile and apparel management course. [Thesis]. University of Missouri – Columbia; 2007. Available from: https://doi.org/10.32469/10355/5063

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


California State University – San Bernardino

20. Jones, Helen Jane Cerny. Revision: Reasons and methods.

Degree: MAin English Composition, English, 1984, California State University – San Bernardino

Subjects/Keywords: Authorship  – Study and teaching; Rhetoric  – Study and teaching; English language  – Rhetoric  – Study and teaching; Editing; Reading and Language

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APA (6th Edition):

Jones, H. J. C. (1984). Revision: Reasons and methods. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/316

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):

Jones, Helen Jane Cerny. “Revision: Reasons and methods.” 1984. Thesis, California State University – San Bernardino. Accessed January 24, 2020. http://scholarworks.lib.csusb.edu/etd-project/316.

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

MLA Handbook (7th Edition):

Jones, Helen Jane Cerny. “Revision: Reasons and methods.” 1984. Web. 24 Jan 2020.

Vancouver:

Jones HJC. Revision: Reasons and methods. [Internet] [Thesis]. California State University – San Bernardino; 1984. [cited 2020 Jan 24]. Available from: http://scholarworks.lib.csusb.edu/etd-project/316.

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

Council of Science Editors:

Jones HJC. Revision: Reasons and methods. [Thesis]. California State University – San Bernardino; 1984. Available from: http://scholarworks.lib.csusb.edu/etd-project/316

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


University of Central Florida

21. Wojcik, Paul. An Investigation In Journal Writing And Cooperative Learning With 8th Grade Geometry Students In The Construction Of Proof.

Degree: 2011, University of Central Florida

 This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written… (more)

Subjects/Keywords: Diaries  – Authorship  – Study and teaching (Middle school); Eighth grade (Education)  – Case studies; English language  – Writing  – Study and teaching (Middle school); Geometry  – Study and teaching (Middle school); Group work in education; Education; Science and Mathematics Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Wojcik, P. (2011). An Investigation In Journal Writing And Cooperative Learning With 8th Grade Geometry Students In The Construction Of Proof. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1991

Chicago Manual of Style (16th Edition):

Wojcik, Paul. “An Investigation In Journal Writing And Cooperative Learning With 8th Grade Geometry Students In The Construction Of Proof.” 2011. Masters Thesis, University of Central Florida. Accessed January 24, 2020. https://stars.library.ucf.edu/etd/1991.

MLA Handbook (7th Edition):

Wojcik, Paul. “An Investigation In Journal Writing And Cooperative Learning With 8th Grade Geometry Students In The Construction Of Proof.” 2011. Web. 24 Jan 2020.

Vancouver:

Wojcik P. An Investigation In Journal Writing And Cooperative Learning With 8th Grade Geometry Students In The Construction Of Proof. [Internet] [Masters thesis]. University of Central Florida; 2011. [cited 2020 Jan 24]. Available from: https://stars.library.ucf.edu/etd/1991.

Council of Science Editors:

Wojcik P. An Investigation In Journal Writing And Cooperative Learning With 8th Grade Geometry Students In The Construction Of Proof. [Masters Thesis]. University of Central Florida; 2011. Available from: https://stars.library.ucf.edu/etd/1991

22. Leung, Pui Hong. Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition.

Degree: MA, English, 2013, Eastern Washington University

  "The goal of this multiple case study was to investigate the effectiveness of a guided listening comprehension activity for multilingual college freshmen. This classroom-… (more)

Subjects/Keywords: Lincoln; Abraham; 1809-1865 – Study and teaching (Higher); Douglass; Frederick; 1818-1895 – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Teaching – Aids and devices; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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

APA (6th Edition):

Leung, P. H. (2013). Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/100

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):

Leung, Pui Hong. “Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition.” 2013. Thesis, Eastern Washington University. Accessed January 24, 2020. https://dc.ewu.edu/theses/100.

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

MLA Handbook (7th Edition):

Leung, Pui Hong. “Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition.” 2013. Web. 24 Jan 2020.

Vancouver:

Leung PH. Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2020 Jan 24]. Available from: https://dc.ewu.edu/theses/100.

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

Council of Science Editors:

Leung PH. Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/100

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

23. Blair, Molly. Putting the storytelling back into stories : creative non-fiction in tertiary journalism education.

Degree: [email protected]

 This work explores the place of creative non-fiction in Australian tertiary journalism education. While creative non-fiction  – a genre of writing based on the techniques… (more)

Subjects/Keywords: Creative writing Study and teaching; Non-fiction Authorship; Non-fictionTechnique; Journalism (0391)

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APA (6th Edition):

Blair, M. (n.d.). Putting the storytelling back into stories : creative non-fiction in tertiary journalism education. (Thesis). [email protected] Retrieved from http://epublications.bond.edu.au/theses/blair

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blair, Molly. “Putting the storytelling back into stories : creative non-fiction in tertiary journalism education.” Thesis, [email protected] Accessed January 24, 2020. http://epublications.bond.edu.au/theses/blair.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blair, Molly. “Putting the storytelling back into stories : creative non-fiction in tertiary journalism education.” Web. 24 Jan 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Blair M. Putting the storytelling back into stories : creative non-fiction in tertiary journalism education. [Internet] [Thesis]. [email protected]; [cited 2020 Jan 24]. Available from: http://epublications.bond.edu.au/theses/blair.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Blair M. Putting the storytelling back into stories : creative non-fiction in tertiary journalism education. [Thesis]. [email protected]; Available from: http://epublications.bond.edu.au/theses/blair

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Bond University

24. Blair, Molly. Putting the Storytelling Back into Stories : Creative Non-Fiction in Tertiary Journalism Education.

Degree: 2006, Bond University

This work explores the place of creative non-fiction in Australian tertiary journalism education. The research is based on results from studies using elite interviews and a census of Australian universities with practical journalism curricula.

Subjects/Keywords: Creative writing Study and teaching; Non-fiction Authorship; Non-fictionTechnique; Journalism (0391)

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APA (6th Edition):

Blair, M. (2006). Putting the Storytelling Back into Stories : Creative Non-Fiction in Tertiary Journalism Education. (Thesis). Bond University. Retrieved from https://epublications.bond.edu.au/theses/blair

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):

Blair, Molly. “Putting the Storytelling Back into Stories : Creative Non-Fiction in Tertiary Journalism Education.” 2006. Thesis, Bond University. Accessed January 24, 2020. https://epublications.bond.edu.au/theses/blair.

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

MLA Handbook (7th Edition):

Blair, Molly. “Putting the Storytelling Back into Stories : Creative Non-Fiction in Tertiary Journalism Education.” 2006. Web. 24 Jan 2020.

Vancouver:

Blair M. Putting the Storytelling Back into Stories : Creative Non-Fiction in Tertiary Journalism Education. [Internet] [Thesis]. Bond University; 2006. [cited 2020 Jan 24]. Available from: https://epublications.bond.edu.au/theses/blair.

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

Council of Science Editors:

Blair M. Putting the Storytelling Back into Stories : Creative Non-Fiction in Tertiary Journalism Education. [Thesis]. Bond University; 2006. Available from: https://epublications.bond.edu.au/theses/blair

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


Texas A&M University

25. Ingram, Gynger Lynne. Student resistance to journal writing.

Degree: MA, English, 2012, Texas A&M University

Subjects/Keywords: English.; Major English.; English language - Texas. - Rhetoric - Study and teaching (Higher); Diaries - Authorship.

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APA (6th Edition):

Ingram, G. L. (2012). Student resistance to journal writing. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1991-THESIS-I54

Chicago Manual of Style (16th Edition):

Ingram, Gynger Lynne. “Student resistance to journal writing.” 2012. Masters Thesis, Texas A&M University. Accessed January 24, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1991-THESIS-I54.

MLA Handbook (7th Edition):

Ingram, Gynger Lynne. “Student resistance to journal writing.” 2012. Web. 24 Jan 2020.

Vancouver:

Ingram GL. Student resistance to journal writing. [Internet] [Masters thesis]. Texas A&M University; 2012. [cited 2020 Jan 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1991-THESIS-I54.

Council of Science Editors:

Ingram GL. Student resistance to journal writing. [Masters Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1991-THESIS-I54

26. Ryan, Christopher. A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self".

Degree: MA, English, 2012, Eastern Washington University

  "This thesis combines diary study with autoethnography to report an MATESL candidate's study abroad experience as an advanced learner of French. The writer summarizes… (more)

Subjects/Keywords: Self-actualization (Psychology); Diaries – Authorship; Education; Bilingual; French language – Study and teaching – Foreign speakers; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Ryan, C. (2012). A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self". (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/74

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):

Ryan, Christopher. “A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self".” 2012. Thesis, Eastern Washington University. Accessed January 24, 2020. https://dc.ewu.edu/theses/74.

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

MLA Handbook (7th Edition):

Ryan, Christopher. “A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self".” 2012. Web. 24 Jan 2020.

Vancouver:

Ryan C. A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self". [Internet] [Thesis]. Eastern Washington University; 2012. [cited 2020 Jan 24]. Available from: https://dc.ewu.edu/theses/74.

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

Council of Science Editors:

Ryan C. A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self". [Thesis]. Eastern Washington University; 2012. Available from: https://dc.ewu.edu/theses/74

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

27. Hansen, Kelly G. Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers.

Degree: MA, English, 2015, Eastern Washington University

 "In creating this thesis, the culmination of writings from teaching English composition to multilingual writers, contributed to my research. This action research study focuses on… (more)

Subjects/Keywords: Stone; Tanya Lee. – Laura Ingalls Wilder: a photographic story of a life; Wilder; Laura Ingalls;  – 1867-1957 – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Media literacy; Teaching – Aids and devices; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Hansen, K. G. (2015). Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/289

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):

Hansen, Kelly G. “Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers.” 2015. Thesis, Eastern Washington University. Accessed January 24, 2020. https://dc.ewu.edu/theses/289.

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

MLA Handbook (7th Edition):

Hansen, Kelly G. “Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers.” 2015. Web. 24 Jan 2020.

Vancouver:

Hansen KG. Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2020 Jan 24]. Available from: https://dc.ewu.edu/theses/289.

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

Council of Science Editors:

Hansen KG. Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers. [Thesis]. Eastern Washington University; 2015. Available from: https://dc.ewu.edu/theses/289

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


University of Alberta

28. McGregor, Karen Anne. Reflections of teacher-writers on writing and teaching writing in High School.

Degree: MEd, Department of Secondary Education, 1997, University of Alberta

Subjects/Keywords: Authorship – Study and teaching (Secondary); English language – Study and teaching (Secondary); English language – Composition and exercises.

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

APA (6th Edition):

McGregor, K. A. (1997). Reflections of teacher-writers on writing and teaching writing in High School. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vd66w238z

Chicago Manual of Style (16th Edition):

McGregor, Karen Anne. “Reflections of teacher-writers on writing and teaching writing in High School.” 1997. Masters Thesis, University of Alberta. Accessed January 24, 2020. https://era.library.ualberta.ca/files/vd66w238z.

MLA Handbook (7th Edition):

McGregor, Karen Anne. “Reflections of teacher-writers on writing and teaching writing in High School.” 1997. Web. 24 Jan 2020.

Vancouver:

McGregor KA. Reflections of teacher-writers on writing and teaching writing in High School. [Internet] [Masters thesis]. University of Alberta; 1997. [cited 2020 Jan 24]. Available from: https://era.library.ualberta.ca/files/vd66w238z.

Council of Science Editors:

McGregor KA. Reflections of teacher-writers on writing and teaching writing in High School. [Masters Thesis]. University of Alberta; 1997. Available from: https://era.library.ualberta.ca/files/vd66w238z


University of Alberta

29. Hancock, Janet Ellen. Talking with teenage writers: a teacher learns about teaching writing.

Degree: MEd, Department of Secondary Education, 1992, University of Alberta

Subjects/Keywords: Child authors.; Authorship – Study and teaching (Secondary); English language – Composition and exercises – Study and teaching (Secondary)

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

APA (6th Edition):

Hancock, J. E. (1992). Talking with teenage writers: a teacher learns about teaching writing. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/05741t97v

Chicago Manual of Style (16th Edition):

Hancock, Janet Ellen. “Talking with teenage writers: a teacher learns about teaching writing.” 1992. Masters Thesis, University of Alberta. Accessed January 24, 2020. https://era.library.ualberta.ca/files/05741t97v.

MLA Handbook (7th Edition):

Hancock, Janet Ellen. “Talking with teenage writers: a teacher learns about teaching writing.” 1992. Web. 24 Jan 2020.

Vancouver:

Hancock JE. Talking with teenage writers: a teacher learns about teaching writing. [Internet] [Masters thesis]. University of Alberta; 1992. [cited 2020 Jan 24]. Available from: https://era.library.ualberta.ca/files/05741t97v.

Council of Science Editors:

Hancock JE. Talking with teenage writers: a teacher learns about teaching writing. [Masters Thesis]. University of Alberta; 1992. Available from: https://era.library.ualberta.ca/files/05741t97v


California State University – San Bernardino

30. Sherman, Linda Leigh. Reader-response criticism and its implications for the teaching of writing.

Degree: MAin English Composition, English, 1982, California State University – San Bernardino

Subjects/Keywords: Rhetoric; Criticism  – Study and teaching; English language  – Rhetoric; Authorship  – Study and teaching; Educational Methods; Reading and Language

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

APA (6th Edition):

Sherman, L. L. (1982). Reader-response criticism and its implications for the teaching of writing. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/267

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):

Sherman, Linda Leigh. “Reader-response criticism and its implications for the teaching of writing.” 1982. Thesis, California State University – San Bernardino. Accessed January 24, 2020. http://scholarworks.lib.csusb.edu/etd-project/267.

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

MLA Handbook (7th Edition):

Sherman, Linda Leigh. “Reader-response criticism and its implications for the teaching of writing.” 1982. Web. 24 Jan 2020.

Vancouver:

Sherman LL. Reader-response criticism and its implications for the teaching of writing. [Internet] [Thesis]. California State University – San Bernardino; 1982. [cited 2020 Jan 24]. Available from: http://scholarworks.lib.csusb.edu/etd-project/267.

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

Council of Science Editors:

Sherman LL. Reader-response criticism and its implications for the teaching of writing. [Thesis]. California State University – San Bernardino; 1982. Available from: http://scholarworks.lib.csusb.edu/etd-project/267

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

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