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You searched for subject:(Bilingual language minorities). Showing records 1 – 23 of 23 total matches.

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University of Georgia

1. Allison, Harriett Alasca. Generation 1.5 readers in high school and college.

Degree: PhD, Teaching Additional Languages, 2008, University of Georgia

 This is a one year multiple case study investigating the high school to college transition of three bilingual language minority students and their understandings of… (more)

Subjects/Keywords: Bilingual language minorities

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APA (6th Edition):

Allison, H. A. (2008). Generation 1.5 readers in high school and college. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/allison_harriett_a_200808_phd

Chicago Manual of Style (16th Edition):

Allison, Harriett Alasca. “Generation 1.5 readers in high school and college.” 2008. Doctoral Dissertation, University of Georgia. Accessed October 16, 2019. http://purl.galileo.usg.edu/uga_etd/allison_harriett_a_200808_phd.

MLA Handbook (7th Edition):

Allison, Harriett Alasca. “Generation 1.5 readers in high school and college.” 2008. Web. 16 Oct 2019.

Vancouver:

Allison HA. Generation 1.5 readers in high school and college. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Oct 16]. Available from: http://purl.galileo.usg.edu/uga_etd/allison_harriett_a_200808_phd.

Council of Science Editors:

Allison HA. Generation 1.5 readers in high school and college. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/allison_harriett_a_200808_phd


University of Florida

2. Lopez, Patricia. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.

Degree: EdD, Curriculum and Instruction (ISC) - Teaching and Learning, 2012, University of Florida

 Research literature in the field of two-way immersion (TWI) programs addresses the importance of teaching practices that provide English and Spanish-speaking students with high-quality education… (more)

Subjects/Keywords: Bilingual students; Classrooms; Discourse; Foreign language learning; Language; Language minorities; Language teachers; Learning; Students; Teachers; bilingual  – education  – immersion  – program  – two  – way

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APA (6th Edition):

Lopez, P. (2012). Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043987

Chicago Manual of Style (16th Edition):

Lopez, Patricia. “Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.” 2012. Doctoral Dissertation, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/UFE0043987.

MLA Handbook (7th Edition):

Lopez, Patricia. “Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.” 2012. Web. 16 Oct 2019.

Vancouver:

Lopez P. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/UFE0043987.

Council of Science Editors:

Lopez P. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043987


Loyola University Chicago

3. Neal, Jenny Maria. Educational Leaders Serving Language Minority Students (1965-2001).

Degree: Doctor of Education (EdD), School of Education, 2012, Loyola University Chicago

  This study analyzes three legislations that affected education for language minority students. The research starts with a historical overview of the foundation of the… (more)

Subjects/Keywords: bilingual education; bilingual legislation; educational leadership; education for language minorities; English language learners; non-English student population; Educational Administration and Supervision

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APA (6th Edition):

Neal, J. M. (2012). Educational Leaders Serving Language Minority Students (1965-2001). (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/371

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):

Neal, Jenny Maria. “Educational Leaders Serving Language Minority Students (1965-2001).” 2012. Thesis, Loyola University Chicago. Accessed October 16, 2019. https://ecommons.luc.edu/luc_diss/371.

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

MLA Handbook (7th Edition):

Neal, Jenny Maria. “Educational Leaders Serving Language Minority Students (1965-2001).” 2012. Web. 16 Oct 2019.

Vancouver:

Neal JM. Educational Leaders Serving Language Minority Students (1965-2001). [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Oct 16]. Available from: https://ecommons.luc.edu/luc_diss/371.

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

Council of Science Editors:

Neal JM. Educational Leaders Serving Language Minority Students (1965-2001). [Thesis]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/371

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


Central Connecticut State University

4. Mayo Molina, Silvia, 1969-. When bilingual students speak and interact : a cultural historical activity.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

 As settings intended for academic and socio-cultural learning, two-way immersion programs are designed to promote second language and cultural learning. In general, students co-construct joint… (more)

Subjects/Keywords: Language and languages  – Study and teaching (Elementary); Linguistic minorities  – Education (Elementary); Education, Bilingual

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APA (6th Edition):

Mayo Molina, Silvia, 1. (2010). When bilingual students speak and interact : a cultural historical activity. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1401

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):

Mayo Molina, Silvia, 1969-. “When bilingual students speak and interact : a cultural historical activity.” 2010. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1401.

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

MLA Handbook (7th Edition):

Mayo Molina, Silvia, 1969-. “When bilingual students speak and interact : a cultural historical activity.” 2010. Web. 16 Oct 2019.

Vancouver:

Mayo Molina, Silvia 1. When bilingual students speak and interact : a cultural historical activity. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1401.

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

Council of Science Editors:

Mayo Molina, Silvia 1. When bilingual students speak and interact : a cultural historical activity. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1401

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

5. Trautman, Katie. Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2018, University of San Francisco

  As the population of young Catholics becomes increasingly culturally and linguistically diverse (CLD), Catholic schools must work to become more responsive to the needs… (more)

Subjects/Keywords: Catholic schools; social justice; linguistic minorities; Catholic teachers; language attitudes; teacher attitudes; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Trautman, K. (2018). Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1156

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):

Trautman, Katie. “Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity.” 2018. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/thes/1156.

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

MLA Handbook (7th Edition):

Trautman, Katie. “Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity.” 2018. Web. 16 Oct 2019.

Vancouver:

Trautman K. Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/thes/1156.

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

Council of Science Editors:

Trautman K. Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/thes/1156

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


Brigham Young University

6. McGee, Edith A. Sheltered English Immersion vs. Two-Way Bilingual Education: A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy.

Degree: PhD, 2012, Brigham Young University

 Two common forms of teaching English to English-language learners are bilingual education and sheltered English immersion. While both programs claim successful second language acquisition, other… (more)

Subjects/Keywords: self-efficacy; bilingual education; sheltered English immersion; English-language learners; parental attitudes; elementary school; minorities; Hispanic students; Educational Leadership

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APA (6th Edition):

McGee, E. A. (2012). Sheltered English Immersion vs. Two-Way Bilingual Education: A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4352&context=etd

Chicago Manual of Style (16th Edition):

McGee, Edith A. “Sheltered English Immersion vs. Two-Way Bilingual Education: A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy.” 2012. Doctoral Dissertation, Brigham Young University. Accessed October 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4352&context=etd.

MLA Handbook (7th Edition):

McGee, Edith A. “Sheltered English Immersion vs. Two-Way Bilingual Education: A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy.” 2012. Web. 16 Oct 2019.

Vancouver:

McGee EA. Sheltered English Immersion vs. Two-Way Bilingual Education: A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2019 Oct 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4352&context=etd.

Council of Science Editors:

McGee EA. Sheltered English Immersion vs. Two-Way Bilingual Education: A Case Study Comparison of Parental Attitudes and Hispanic Students' Perceived Self-Efficacy. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4352&context=etd


Université Laval

7. Bourgeois, Daniel. La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976.

Degree: PhD, 1997, Université Laval

Subjects/Keywords: Districts bilingues; Minorités linguistiques; Politique linguistique; Bilingual districts; Linguistic minorities; Language policy

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APA (6th Edition):

Bourgeois, D. (1997). La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976. (Doctoral Dissertation). Université Laval. Retrieved from http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25387.pdf ;

Chicago Manual of Style (16th Edition):

Bourgeois, Daniel. “La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976.” 1997. Doctoral Dissertation, Université Laval. Accessed October 16, 2019. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25387.pdf ;.

MLA Handbook (7th Edition):

Bourgeois, Daniel. “La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976.” 1997. Web. 16 Oct 2019.

Vancouver:

Bourgeois D. La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976. [Internet] [Doctoral dissertation]. Université Laval; 1997. [cited 2019 Oct 16]. Available from: http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25387.pdf ;.

Council of Science Editors:

Bourgeois D. La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976. [Doctoral Dissertation]. Université Laval; 1997. Available from: http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25387.pdf ;


California State University – San Bernardino

8. Estupiñan, Margie Zamora. The role of primary language in kindergarten interactive journals.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Bilingual Education; Spanish language  – Study and teaching (Primary) Language experience approach in education; Minorities  – Education (Primary); Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Estupiñan, M. Z. (1993). The role of primary language in kindergarten interactive journals. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/643

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):

Estupiñan, Margie Zamora. “The role of primary language in kindergarten interactive journals.” 1993. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/643.

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

MLA Handbook (7th Edition):

Estupiñan, Margie Zamora. “The role of primary language in kindergarten interactive journals.” 1993. Web. 16 Oct 2019.

Vancouver:

Estupiñan MZ. The role of primary language in kindergarten interactive journals. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/643.

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

Council of Science Editors:

Estupiñan MZ. The role of primary language in kindergarten interactive journals. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/643

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


California State University – San Bernardino

9. Arredondo-Montoya, Celina Lynn. Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension.

Degree: MAin Education, Education, 1994, California State University – San Bernardino

This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.

Subjects/Keywords: Bilingual Education; Language experience approach in education; Spanish language  – Study and teaching (Primary); Minorities  – Education (Primary); Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Arredondo-Montoya, C. L. (1994). Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/999

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):

Arredondo-Montoya, Celina Lynn. “Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension.” 1994. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/999.

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

MLA Handbook (7th Edition):

Arredondo-Montoya, Celina Lynn. “Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension.” 1994. Web. 16 Oct 2019.

Vancouver:

Arredondo-Montoya CL. Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/999.

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

Council of Science Editors:

Arredondo-Montoya CL. Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/999

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


California State University – San Bernardino

10. Perez, Ambar A. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS.

Degree: MAin English Composition, English, 2017, California State University – San Bernardino

  This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these… (more)

Subjects/Keywords: Language Minorities; Panoptic Paradigms; Language Policy; English Learners; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education Policy; First and Second Language Acquisition; Language and Literacy Education; Teacher Education and Professional Development

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APA (6th Edition):

Perez, A. A. (2017). LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/577

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):

Perez, Ambar A. “LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS.” 2017. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd/577.

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

MLA Handbook (7th Edition):

Perez, Ambar A. “LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS.” 2017. Web. 16 Oct 2019.

Vancouver:

Perez AA. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd/577.

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

Council of Science Editors:

Perez AA. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/577

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

11. Janosov, Wilma D. A Bilingual Curriculum Materials Development.

Degree: 1982, University of North Florida

 Many public school reading programs utilize basal reader texts. Any materials developed for use by bilingual students would be best keyed to the basal reader… (more)

Subjects/Keywords: Dissertations, Academic  – UNF  – Education  – Minorities; University of North Florida; UNF; Primary Education; Language Arts; Spanish speakers; bilingual method of teaching; minorities; Education

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

APA (6th Edition):

Janosov, W. D. (1982). A Bilingual Curriculum Materials Development. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/62

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):

Janosov, Wilma D. “A Bilingual Curriculum Materials Development.” 1982. Thesis, University of North Florida. Accessed October 16, 2019. https://digitalcommons.unf.edu/etd/62.

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

MLA Handbook (7th Edition):

Janosov, Wilma D. “A Bilingual Curriculum Materials Development.” 1982. Web. 16 Oct 2019.

Vancouver:

Janosov WD. A Bilingual Curriculum Materials Development. [Internet] [Thesis]. University of North Florida; 1982. [cited 2019 Oct 16]. Available from: https://digitalcommons.unf.edu/etd/62.

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

Council of Science Editors:

Janosov WD. A Bilingual Curriculum Materials Development. [Thesis]. University of North Florida; 1982. Available from: https://digitalcommons.unf.edu/etd/62

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


California State University – San Bernardino

12. Cordova, Dorothy Gutierrez. Effective structuring of the classroom for Spanish-speaking children with delayed oral language development.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Language disorders in children; Spanish language  – Study and teaching (Elementary); Minorities  – Education (Elementary); Language and languages; Bilingual Education; Academic achievement; Education; Reading and Language

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APA (6th Edition):

Cordova, D. G. (1993). Effective structuring of the classroom for Spanish-speaking children with delayed oral language development. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/632

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):

Cordova, Dorothy Gutierrez. “Effective structuring of the classroom for Spanish-speaking children with delayed oral language development.” 1993. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/632.

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

MLA Handbook (7th Edition):

Cordova, Dorothy Gutierrez. “Effective structuring of the classroom for Spanish-speaking children with delayed oral language development.” 1993. Web. 16 Oct 2019.

Vancouver:

Cordova DG. Effective structuring of the classroom for Spanish-speaking children with delayed oral language development. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/632.

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

Council of Science Editors:

Cordova DG. Effective structuring of the classroom for Spanish-speaking children with delayed oral language development. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/632

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


California State University – San Bernardino

13. Tatum, Terri Jean. Restructing a curriculum for multicultural education in language arts.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Language arts (Secondary); Minorities  – Education (Secondary)  – California  – Riverside County; Middle schools; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Tatum, T. J. (1993). Restructing a curriculum for multicultural education in language arts. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/658

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):

Tatum, Terri Jean. “Restructing a curriculum for multicultural education in language arts.” 1993. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/658.

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

MLA Handbook (7th Edition):

Tatum, Terri Jean. “Restructing a curriculum for multicultural education in language arts.” 1993. Web. 16 Oct 2019.

Vancouver:

Tatum TJ. Restructing a curriculum for multicultural education in language arts. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/658.

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

Council of Science Editors:

Tatum TJ. Restructing a curriculum for multicultural education in language arts. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/658

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


California State University – San Bernardino

14. Zavala, Norma Castro. An analysis of interactive dialogue journals of English language learners in first grade.

Degree: MAin Education, Education, 2001, California State University – San Bernardino

This project analyzes interactive dialogue journals of first grade students who have been identified at different levels of English language proficiency.

Subjects/Keywords: Education; Bilingual; Limited English-proficient students; English language  – Study and teaching (Elementary) Reading (Elementary)  – Language experience approach; Language arts  – Correlation with content subjects; Minorities  – Education (Elementary); Education; First and Second Language Acquisition

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APA (6th Edition):

Zavala, N. C. (2001). An analysis of interactive dialogue journals of English language learners in first grade. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1978

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):

Zavala, Norma Castro. “An analysis of interactive dialogue journals of English language learners in first grade.” 2001. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/1978.

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

MLA Handbook (7th Edition):

Zavala, Norma Castro. “An analysis of interactive dialogue journals of English language learners in first grade.” 2001. Web. 16 Oct 2019.

Vancouver:

Zavala NC. An analysis of interactive dialogue journals of English language learners in first grade. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1978.

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

Council of Science Editors:

Zavala NC. An analysis of interactive dialogue journals of English language learners in first grade. [Thesis]. California State University – San Bernardino; 2001. Available from: http://scholarworks.lib.csusb.edu/etd-project/1978

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


University of Florida

15. Dondero, Molly. Language and Earnings of Latinos in Florida The Effect of Language Enclaves.

Degree: MA, Latin American Studies, 2008, University of Florida

Language ability has assumed priority in current studies of the economic success of immigrants and minority language speakers. Past studies have shown that language ability,… (more)

Subjects/Keywords: Bilingual education; Censuses; Hispanics; Immigration; Labor markets; Language; Language minorities; Language proficiency; Linguistics; Net income; bilingualism, enclaves, florida, hispanic, hispanics, immigrant, incorporation, language, latino, latinos, linguistic, miami, spanish

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APA (6th Edition):

Dondero, M. (2008). Language and Earnings of Latinos in Florida The Effect of Language Enclaves. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022196

Chicago Manual of Style (16th Edition):

Dondero, Molly. “Language and Earnings of Latinos in Florida The Effect of Language Enclaves.” 2008. Masters Thesis, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/UFE0022196.

MLA Handbook (7th Edition):

Dondero, Molly. “Language and Earnings of Latinos in Florida The Effect of Language Enclaves.” 2008. Web. 16 Oct 2019.

Vancouver:

Dondero M. Language and Earnings of Latinos in Florida The Effect of Language Enclaves. [Internet] [Masters thesis]. University of Florida; 2008. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/UFE0022196.

Council of Science Editors:

Dondero M. Language and Earnings of Latinos in Florida The Effect of Language Enclaves. [Masters Thesis]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022196


California State University – San Bernardino

16. Vargas Piel, Marie. Parent-teacher home response learning journals to foster collaboration in children's literacy development.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

 The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use… (more)

Subjects/Keywords: Fontana Unified School District; Mexican Americans  – Education (Primary)  – Study and teaching; Education; Bilingual  – California  – Study and teaching; English language  – Study and teaching (Primary)  – California; Diaries  – Authorship; Minorities  – Education  – California; Education  – Parent participation; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Vargas Piel, M. (2000). Parent-teacher home response learning journals to foster collaboration in children's literacy development. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1762

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):

Vargas Piel, Marie. “Parent-teacher home response learning journals to foster collaboration in children's literacy development.” 2000. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/1762.

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

MLA Handbook (7th Edition):

Vargas Piel, Marie. “Parent-teacher home response learning journals to foster collaboration in children's literacy development.” 2000. Web. 16 Oct 2019.

Vancouver:

Vargas Piel M. Parent-teacher home response learning journals to foster collaboration in children's literacy development. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1762.

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

Council of Science Editors:

Vargas Piel M. Parent-teacher home response learning journals to foster collaboration in children's literacy development. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1762

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


California State University – San Bernardino

17. Musson, Wesley George. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.

Degree: MAin Education, Education, 2004, California State University – San Bernardino

The purpose of this study is to ascertain whether or not the implementation of Proposition 227 has been effective for advancing the English language acquisition needs of English Learners in the Inland Empire.

Subjects/Keywords: California Proposition 227 (1998); English language  – Study and teaching  – California  – San Bernardino County  – Foreign speakers; Bilingual Education  – California  – San Bernardino County; Hispanic American youth  – Education; Linguistic minorities  – Education  – California  – San Bernardino; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Musson, W. G. (2004). An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2763

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):

Musson, Wesley George. “An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.” 2004. Thesis, California State University – San Bernardino. Accessed October 16, 2019. https://scholarworks.lib.csusb.edu/etd-project/2763.

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

MLA Handbook (7th Edition):

Musson, Wesley George. “An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.” 2004. Web. 16 Oct 2019.

Vancouver:

Musson WG. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Oct 16]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2763.

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

Council of Science Editors:

Musson WG. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2763

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


California State University – San Bernardino

18. Pierce, Beth Suzanne. Art in a sheltered-English multicultural classroom.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Bilingual Education  – United States; Language and languages  – Study and teaching  – United States  – Bilingual method; Art  – Study and teaching  – United States; English language  – Study and teaching  – United States  – Foreign speakers; Minorities  – Education  – United States; Art Education; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Pierce, B. S. (1993). Art in a sheltered-English multicultural classroom. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/803

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):

Pierce, Beth Suzanne. “Art in a sheltered-English multicultural classroom.” 1993. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/803.

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

MLA Handbook (7th Edition):

Pierce, Beth Suzanne. “Art in a sheltered-English multicultural classroom.” 1993. Web. 16 Oct 2019.

Vancouver:

Pierce BS. Art in a sheltered-English multicultural classroom. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/803.

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

Council of Science Editors:

Pierce BS. Art in a sheltered-English multicultural classroom. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/803

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


California State University – San Bernardino

19. Jackson, Marguerite Faye. Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

Subjects/Keywords: Multicultural education  – United States  – Teacher training; Bilingual Education  – United States  – Teacher training; Minority college students  – United States; Minorities  – Education (Higher)  – United States; English language  – Study and teaching  – Foreign speakers  – Teacher training; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition

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APA (6th Edition):

Jackson, M. F. (2000). Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1619

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):

Jackson, Marguerite Faye. “Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program.” 2000. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/1619.

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

MLA Handbook (7th Edition):

Jackson, Marguerite Faye. “Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program.” 2000. Web. 16 Oct 2019.

Vancouver:

Jackson MF. Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1619.

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

Council of Science Editors:

Jackson MF. Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1619

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. Arroyo de Romano, Jacqueline Elena. The policy implications of the No Child Left Behind Act for English language learners.

Degree: MAin Education, Education, 2004, California State University – San Bernardino

The purpose of this study was to present and analyze the political implications and the effects of the No Child Left Behind Act and its effects on English language learners.

Subjects/Keywords: No Child Left Behind Act of 2001; Educational accountability  – United States; Linguistic minorities  – Education  – United States; Education  – Evaluations  – United States; English language  – Study and teaching  – Foreign speakers; Language and languages  – Political aspects; Bilingual Learning  – Law and legislation  – United States; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Arroyo de Romano, J. E. (2004). The policy implications of the No Child Left Behind Act for English language learners. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2589

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):

Arroyo de Romano, Jacqueline Elena. “The policy implications of the No Child Left Behind Act for English language learners.” 2004. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd-project/2589.

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

MLA Handbook (7th Edition):

Arroyo de Romano, Jacqueline Elena. “The policy implications of the No Child Left Behind Act for English language learners.” 2004. Web. 16 Oct 2019.

Vancouver:

Arroyo de Romano JE. The policy implications of the No Child Left Behind Act for English language learners. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2589.

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

Council of Science Editors:

Arroyo de Romano JE. The policy implications of the No Child Left Behind Act for English language learners. [Thesis]. California State University – San Bernardino; 2004. Available from: http://scholarworks.lib.csusb.edu/etd-project/2589

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


Simon Fraser University

21. Wastie, Susan. Transcultural book-sharing : significance for families within a linguistically diverse, inner city preschool.

Degree: 1996, Simon Fraser University

Subjects/Keywords: Education, Preschool  – British Columbia  – Vancouver.; Picture books for children  – Educational aspects.; Children of minorities  – Education  – British Columbia  – Vancouver.; Multicultural education  – British Columbia  – Vancouver.; Education, Bilingual  – British Columbia  – Vancouver.; Native language and education.

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APA (6th Edition):

Wastie, S. (1996). Transcultural book-sharing : significance for families within a linguistically diverse, inner city preschool. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/7179

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):

Wastie, Susan. “Transcultural book-sharing : significance for families within a linguistically diverse, inner city preschool.” 1996. Thesis, Simon Fraser University. Accessed October 16, 2019. http://summit.sfu.ca/item/7179.

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

MLA Handbook (7th Edition):

Wastie, Susan. “Transcultural book-sharing : significance for families within a linguistically diverse, inner city preschool.” 1996. Web. 16 Oct 2019.

Vancouver:

Wastie S. Transcultural book-sharing : significance for families within a linguistically diverse, inner city preschool. [Internet] [Thesis]. Simon Fraser University; 1996. [cited 2019 Oct 16]. Available from: http://summit.sfu.ca/item/7179.

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

Council of Science Editors:

Wastie S. Transcultural book-sharing : significance for families within a linguistically diverse, inner city preschool. [Thesis]. Simon Fraser University; 1996. Available from: http://summit.sfu.ca/item/7179

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

22. Regalado, Ester Calderón. English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes.

Degree: PhD, School Improvement, 2014, Texas State University – San Marcos

 The allocation of local resources is one indicator of a communities’ educational responsibility and reflective of communities’ attitude—although challenged by overarching statewide accountability priorities. Using… (more)

Subjects/Keywords: English Language Learner; Accountability; Resource Allocation; Educational Outcomes; Public School Finance; Public Education Language Policy; Texas AEIS; Mediation Analysis; English language – Study and teaching – Texas; Education, Bilingual – Texas; Educational tests and measurements – Texas – Evaluation; Linguistic minorities – Texas – Examinations

…Education, d) Career & Technical Education, e) Bilingual or English as a Second Language… …Operating Expenditures for Bilingual (BE) or English as a Second Language (ESL)… …48 2. Indicators of English Language Learners (ELL) Performance… …81 8. English Language Learners (ELL) Educational Outcome Variables… …125 x LIST OF FIGURES Figure Page 1. Conceptual Model for English Language Learner… 

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APA (6th Edition):

Regalado, E. C. (2014). English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5355

Chicago Manual of Style (16th Edition):

Regalado, Ester Calderón. “English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 16, 2019. https://digital.library.txstate.edu/handle/10877/5355.

MLA Handbook (7th Edition):

Regalado, Ester Calderón. “English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes.” 2014. Web. 16 Oct 2019.

Vancouver:

Regalado EC. English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Oct 16]. Available from: https://digital.library.txstate.edu/handle/10877/5355.

Council of Science Editors:

Regalado EC. English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5355

23. Brammer, Katy. El mantenimiento de español como lengua de herencia y el rol de la lectura.

Degree: 2013, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

A causa de la falta de acceso al español formal y al español escrito, es típico que después de dos… (more)

Subjects/Keywords: Spanish, Heritage Language, Reading; Spanish language  – Study and teaching  – United States; Spanish language  – Study and teaching  – Indiana  – Marion County; Native language  – Study and teaching  – Indiana  – Marion County; Linguistic minorities  – Education; Indianapolis-Marion County Public Library; Hispanic Americans and libraries  – Indiana  – Marion County; Language maintenance  – Indiana  – Marion County; Libraries and continuing education  – Indiana  – Marion County; Libraries and community  – Indiana  – Marion County; Books and reading  – Indiana  – Marion County; Spanish language  – Acquisition; Education, Bilingual  – Indiana  – Marion County

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APA (6th Edition):

Brammer, K. (2013). El mantenimiento de español como lengua de herencia y el rol de la lectura. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/3657

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):

Brammer, Katy. “El mantenimiento de español como lengua de herencia y el rol de la lectura.” 2013. Thesis, IUPUI. Accessed October 16, 2019. http://hdl.handle.net/1805/3657.

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

MLA Handbook (7th Edition):

Brammer, Katy. “El mantenimiento de español como lengua de herencia y el rol de la lectura.” 2013. Web. 16 Oct 2019.

Vancouver:

Brammer K. El mantenimiento de español como lengua de herencia y el rol de la lectura. [Internet] [Thesis]. IUPUI; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1805/3657.

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

Council of Science Editors:

Brammer K. El mantenimiento de español como lengua de herencia y el rol de la lectura. [Thesis]. IUPUI; 2013. Available from: http://hdl.handle.net/1805/3657

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

.