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You searched for subject:(Composition Language arts Study AND teaching Primary ). Showing records 1 – 30 of 17707 total matches.

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Michigan State University

1. Green, McKinley. Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships.

Degree: 2016, Michigan State University

Thesis M.A. Michigan State University. Critical Studies in Literacy and Pedagogy 2016

This paper describes a partnership between an academic service-learning course at Michigan State… (more)

Subjects/Keywords: Composition (Language arts) – Study and teaching (Primary); Rhetoric – Study and teaching (Primary); Service learning – Michigan – East Lansing; Rhetoric – Social aspects; Rhetoric

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

APA (6th Edition):

Green, M. (2016). Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3914

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):

Green, McKinley. “Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships.” 2016. Thesis, Michigan State University. Accessed September 18, 2019. http://etd.lib.msu.edu/islandora/object/etd:3914.

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

MLA Handbook (7th Edition):

Green, McKinley. “Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships.” 2016. Web. 18 Sep 2019.

Vancouver:

Green M. Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Sep 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3914.

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

Council of Science Editors:

Green M. Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3914

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


Oregon State University

2. Carothers, April D. A circle of response : addressing the tensions of teacher response to student writing.

Degree: MA, English, 2008, Oregon State University

 What students need most from instructors’ written response on their texts is commentary that evokes a sense of exchange. Teachers often believe that their job… (more)

Subjects/Keywords: response; Composition (Language arts)  – Study and teaching

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APA (6th Edition):

Carothers, A. D. (2008). A circle of response : addressing the tensions of teacher response to student writing. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/9270

Chicago Manual of Style (16th Edition):

Carothers, April D. “A circle of response : addressing the tensions of teacher response to student writing.” 2008. Masters Thesis, Oregon State University. Accessed September 18, 2019. http://hdl.handle.net/1957/9270.

MLA Handbook (7th Edition):

Carothers, April D. “A circle of response : addressing the tensions of teacher response to student writing.” 2008. Web. 18 Sep 2019.

Vancouver:

Carothers AD. A circle of response : addressing the tensions of teacher response to student writing. [Internet] [Masters thesis]. Oregon State University; 2008. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1957/9270.

Council of Science Editors:

Carothers AD. A circle of response : addressing the tensions of teacher response to student writing. [Masters Thesis]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9270


University of Zambia

3. Tambulukani, Kazembe Geoffrey. First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? .

Degree: 2015, University of Zambia

 Unfamiliarity with the language of teaching is blamed for the high illiteracy rate among people who live in nations in which hundreds of languages are… (more)

Subjects/Keywords: Reading(Elementary)-Zambia; Reading(Primary)-Zambia; Language arts(Primary); English language-study and teaching

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

APA (6th Edition):

Tambulukani, K. G. (2015). First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4338

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):

Tambulukani, Kazembe Geoffrey. “First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? .” 2015. Thesis, University of Zambia. Accessed September 18, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4338.

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

MLA Handbook (7th Edition):

Tambulukani, Kazembe Geoffrey. “First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? .” 2015. Web. 18 Sep 2019.

Vancouver:

Tambulukani KG. First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Sep 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4338.

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

Council of Science Editors:

Tambulukani KG. First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4338

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


University of Zambia

4. Ng'ona, Ruth. Factors contributing to poor performance in english composition writing among grade 12 pupils in Kabwe District, Zambia .

Degree: 2016, University of Zambia

 Over the years, there has been dissatisfaction with school leavers’ English language skills especially, composition writing. Pupils are taught how to write compositions but their… (more)

Subjects/Keywords: English language-Composition and exercise; Composition(Language arts)-Study and teaching(Secondary)reasoning

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APA (6th Edition):

Ng'ona, R. (2016). Factors contributing to poor performance in english composition writing among grade 12 pupils in Kabwe District, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4776

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):

Ng'ona, Ruth. “Factors contributing to poor performance in english composition writing among grade 12 pupils in Kabwe District, Zambia .” 2016. Thesis, University of Zambia. Accessed September 18, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4776.

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

MLA Handbook (7th Edition):

Ng'ona, Ruth. “Factors contributing to poor performance in english composition writing among grade 12 pupils in Kabwe District, Zambia .” 2016. Web. 18 Sep 2019.

Vancouver:

Ng'ona R. Factors contributing to poor performance in english composition writing among grade 12 pupils in Kabwe District, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4776.

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

Council of Science Editors:

Ng'ona R. Factors contributing to poor performance in english composition writing among grade 12 pupils in Kabwe District, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4776

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

5. Blackwell, Larry, III. Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition.

Degree: 2014, University of Tennessee – Chattanooga

 This thesis argues that the range of rhetorical options presented to first-year composition students, primarily in textbooks and writing handbooks, is unnecessarily limited. Given the… (more)

Subjects/Keywords: Composition (Language arts)  – Study and teaching; Rhetoric  – Study and teaching; Persuasion (Rhetoric)

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APA (6th Edition):

Blackwell, Larry, I. (2014). Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition. (Masters Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/113

Chicago Manual of Style (16th Edition):

Blackwell, Larry, III. “Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition.” 2014. Masters Thesis, University of Tennessee – Chattanooga. Accessed September 18, 2019. https://scholar.utc.edu/theses/113.

MLA Handbook (7th Edition):

Blackwell, Larry, III. “Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition.” 2014. Web. 18 Sep 2019.

Vancouver:

Blackwell, Larry I. Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition. [Internet] [Masters thesis]. University of Tennessee – Chattanooga; 2014. [cited 2019 Sep 18]. Available from: https://scholar.utc.edu/theses/113.

Council of Science Editors:

Blackwell, Larry I. Exploring our options: cooperative rhetorical alternatives and their implications for teaching first-year composition. [Masters Thesis]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/113


Columbia University

6. Tramantano, Adam. Improvising Roles: Writing Instruction and Provocative Disruption.

Degree: 2018, Columbia University

 How to teach writing is a consistently complex problem in the field of English education. This qualitative narrative research project seeks to further complicate that… (more)

Subjects/Keywords: Education; Creative writing – Study and teaching; Composition (Language arts) – Study and teaching

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

APA (6th Edition):

Tramantano, A. (2018). Improvising Roles: Writing Instruction and Provocative Disruption. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8PP0J7W

Chicago Manual of Style (16th Edition):

Tramantano, Adam. “Improvising Roles: Writing Instruction and Provocative Disruption.” 2018. Doctoral Dissertation, Columbia University. Accessed September 18, 2019. https://doi.org/10.7916/D8PP0J7W.

MLA Handbook (7th Edition):

Tramantano, Adam. “Improvising Roles: Writing Instruction and Provocative Disruption.” 2018. Web. 18 Sep 2019.

Vancouver:

Tramantano A. Improvising Roles: Writing Instruction and Provocative Disruption. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Sep 18]. Available from: https://doi.org/10.7916/D8PP0J7W.

Council of Science Editors:

Tramantano A. Improvising Roles: Writing Instruction and Provocative Disruption. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8PP0J7W


Michigan State University

7. Hawkins, Lisa Kathleen. Purposeful talk : conceptualizing narrative writing conference genres and how they shape teacher-student interactions in primary-grade classrooms.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2015

This dissertation is composed of an introduction and two journal-length manuscripts. Both manuscripts… (more)

Subjects/Keywords: Teacher-student relationships; Composition (Language arts) – Study and teaching (Elementary); Education; Language arts; Linguistics

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

APA (6th Edition):

Hawkins, L. K. (2015). Purposeful talk : conceptualizing narrative writing conference genres and how they shape teacher-student interactions in primary-grade classrooms. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3675

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):

Hawkins, Lisa Kathleen. “Purposeful talk : conceptualizing narrative writing conference genres and how they shape teacher-student interactions in primary-grade classrooms.” 2015. Thesis, Michigan State University. Accessed September 18, 2019. http://etd.lib.msu.edu/islandora/object/etd:3675.

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

MLA Handbook (7th Edition):

Hawkins, Lisa Kathleen. “Purposeful talk : conceptualizing narrative writing conference genres and how they shape teacher-student interactions in primary-grade classrooms.” 2015. Web. 18 Sep 2019.

Vancouver:

Hawkins LK. Purposeful talk : conceptualizing narrative writing conference genres and how they shape teacher-student interactions in primary-grade classrooms. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Sep 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3675.

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

Council of Science Editors:

Hawkins LK. Purposeful talk : conceptualizing narrative writing conference genres and how they shape teacher-student interactions in primary-grade classrooms. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3675

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


Michigan State University

8. Wibbens, Erin. Navigating the development of writing pedagogy : scaffolding text, context and politics.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2015.

Designed as formative action research, this study investigates the semester-long development of writing… (more)

Subjects/Keywords: Composition (Language arts) – Study and teaching; Teachers – Training of; Teacher education; Pedagogy; Language arts

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

APA (6th Edition):

Wibbens, E. (2015). Navigating the development of writing pedagogy : scaffolding text, context and politics. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3012

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):

Wibbens, Erin. “Navigating the development of writing pedagogy : scaffolding text, context and politics.” 2015. Thesis, Michigan State University. Accessed September 18, 2019. http://etd.lib.msu.edu/islandora/object/etd:3012.

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

MLA Handbook (7th Edition):

Wibbens, Erin. “Navigating the development of writing pedagogy : scaffolding text, context and politics.” 2015. Web. 18 Sep 2019.

Vancouver:

Wibbens E. Navigating the development of writing pedagogy : scaffolding text, context and politics. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Sep 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3012.

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

Council of Science Editors:

Wibbens E. Navigating the development of writing pedagogy : scaffolding text, context and politics. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3012

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


East Carolina University

9. Gilbert, Jeffrey. "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement.

Degree: 2012, East Carolina University

 The following study investigates one teacher's experience using the Myers Briggs Type Indicator in teaching first-year writing contrasting my personal experiences as a novice composition(more)

Subjects/Keywords: Composition (Language arts) – Study and teaching (Secondary); Myers-Briggs Type Indicator

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APA (6th Edition):

Gilbert, J. (2012). "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13674

Chicago Manual of Style (16th Edition):

Gilbert, Jeffrey. “"How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement.” 2012. Masters Thesis, East Carolina University. Accessed September 18, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13674.

MLA Handbook (7th Edition):

Gilbert, Jeffrey. “"How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement.” 2012. Web. 18 Sep 2019.

Vancouver:

Gilbert J. "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement. [Internet] [Masters thesis]. East Carolina University; 2012. [cited 2019 Sep 18]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13674.

Council of Science Editors:

Gilbert J. "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement. [Masters Thesis]. East Carolina University; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13674


Edith Cowan University

10. Sulfasyah. Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two.

Degree: 2013, Edith Cowan University

 This study focused on the interpretation and implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) in primary schools in Makassar City, Indonesia. The KTSP is… (more)

Subjects/Keywords: Curriculum planning - Indonesia; Education; Primary - Indonesia; Composition; Language arts - Study and teaching (Primary); Creative writing (Primary education); Student-centered learning; The teaching of writing in Indonesian primary schools; Curriculum and Instruction

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APA (6th Edition):

Sulfasyah. (2013). Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/602

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

Chicago Manual of Style (16th Edition):

Sulfasyah. “Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two.” 2013. Thesis, Edith Cowan University. Accessed September 18, 2019. http://ro.ecu.edu.au/theses/602.

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

MLA Handbook (7th Edition):

Sulfasyah. “Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two.” 2013. Web. 18 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Sulfasyah. Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two. [Internet] [Thesis]. Edith Cowan University; 2013. [cited 2019 Sep 18]. Available from: http://ro.ecu.edu.au/theses/602.

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

Council of Science Editors:

Sulfasyah. Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two. [Thesis]. Edith Cowan University; 2013. Available from: http://ro.ecu.edu.au/theses/602

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


University of Hong Kong

11. 鄭美儀; Cheng, Mei-yi. The development of story writing in Chinese of Hong Kong primary school students = 香港小學生的中文故事寫作能力發展.

Degree: PhD, 2012, University of Hong Kong

This study aimed to explore Hong Kong primary school students’ development of story writing in Chinese, by examining the fluency, structure and organization ability, and… (more)

Subjects/Keywords: Chinese language - Composition and exercises - Study and teaching (Primary) - China - Hong Kong

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

APA (6th Edition):

鄭美儀; Cheng, M. (2012). The development of story writing in Chinese of Hong Kong primary school students = 香港小學生的中文故事寫作能力發展. (Doctoral Dissertation). University of Hong Kong. Retrieved from Cheng, M. [鄭美儀]. (2012). The development of story writing in Chinese of Hong Kong primary school students = Xianggang xiao xue sheng de Zhong wen gu shi xie zuo neng li fa zhan. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832949 ; http://dx.doi.org/10.5353/th_b4832949 ; http://hdl.handle.net/10722/209120

Chicago Manual of Style (16th Edition):

鄭美儀; Cheng, Mei-yi. “The development of story writing in Chinese of Hong Kong primary school students = 香港小學生的中文故事寫作能力發展.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed September 18, 2019. Cheng, M. [鄭美儀]. (2012). The development of story writing in Chinese of Hong Kong primary school students = Xianggang xiao xue sheng de Zhong wen gu shi xie zuo neng li fa zhan. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832949 ; http://dx.doi.org/10.5353/th_b4832949 ; http://hdl.handle.net/10722/209120.

MLA Handbook (7th Edition):

鄭美儀; Cheng, Mei-yi. “The development of story writing in Chinese of Hong Kong primary school students = 香港小學生的中文故事寫作能力發展.” 2012. Web. 18 Sep 2019.

Vancouver:

鄭美儀; Cheng M. The development of story writing in Chinese of Hong Kong primary school students = 香港小學生的中文故事寫作能力發展. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Sep 18]. Available from: Cheng, M. [鄭美儀]. (2012). The development of story writing in Chinese of Hong Kong primary school students = Xianggang xiao xue sheng de Zhong wen gu shi xie zuo neng li fa zhan. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832949 ; http://dx.doi.org/10.5353/th_b4832949 ; http://hdl.handle.net/10722/209120.

Council of Science Editors:

鄭美儀; Cheng M. The development of story writing in Chinese of Hong Kong primary school students = 香港小學生的中文故事寫作能力發展. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Cheng, M. [鄭美儀]. (2012). The development of story writing in Chinese of Hong Kong primary school students = Xianggang xiao xue sheng de Zhong wen gu shi xie zuo neng li fa zhan. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832949 ; http://dx.doi.org/10.5353/th_b4832949 ; http://hdl.handle.net/10722/209120


University of Hong Kong

12. Chen, Chih-lie, Yammie. Use the "guided fantasy" to enhance students' creativity in writing.

Degree: MEd, 2010, University of Hong Kong

寫作教學向來都是中國語文教師最重視的一環,在整個語文教育中佔有重要的地位。自小學中年級開始,學生便踏入寫作訓練階段,很多時候老師在教授寫作時都會不自覺地陷入引導的角色,加上重形式、重文句、重語法的訓練而忽略了寫作內容的創新。其實寫作是充滿創造性的,無論在選材和形式上都千變萬化。在寫作訓練中,學生的觀察力、思考力、聯想力、想像力、記憶力等,都能得到有效的鍛煉。 本研究計劃是利用「引導幻想」寫作教學,提升學生在寫作方面的創造力為目的。研究對象為小四學生,研究主要以前後測寫作、問卷和訪談來蒐集資料。通過評估學生的寫作,探討利用「引導幻想」寫作教學的方法對提升學生創造力思維的成效,以及學生寫作態度的改變。 經過教學實踐,結果發現實驗組學生在寫作的流蜴性、變通性和獨創性都比之前進步。學生都表示喜歡進行「引導幻想」的寫作活動,認為對構思寫作內容有幫助,而且比平日寫作更容易下筆、寫作內容更有趣、花的時間更少。學習態度也較主動、積極。另一方面,學生在寫作上有更深入的參與,喜歡與同儕交流分享寫作內容,從而得到較新的刺激和較多的樂趣。課堂的學習氣氛也更輕鬆愉快,更多的互動、更多的笑聲、更多創作的機會。 其實學生在寫作上並非缺乏創意,可能是教學模式的限制,以致學生未能發揮創意,教師如能從教學中加以適當的引導必能提升學生的創造力。 Teaching in writing is always a critical part for all Chinese language teachers, and it takes an important role on language(more)

Subjects/Keywords: Chinese language - Composition and exercises - Study and teaching (Primary) - China - Hong Kong.

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

APA (6th Edition):

Chen, Chih-lie, Y. (2010). Use the "guided fantasy" to enhance students' creativity in writing. (Masters Thesis). University of Hong Kong. Retrieved from Chen, C. Y. [陳志黎]. (2010). Use the "guided fantasy" to enhance students' creativity in writing = Yun yong yin dao huan xiang ti sheng xue sheng xie zuo de chuang zao li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017657 ; http://dx.doi.org/10.5353/th_b5017657 ; http://hdl.handle.net/10722/183333

Chicago Manual of Style (16th Edition):

Chen, Chih-lie, Yammie. “Use the "guided fantasy" to enhance students' creativity in writing.” 2010. Masters Thesis, University of Hong Kong. Accessed September 18, 2019. Chen, C. Y. [陳志黎]. (2010). Use the "guided fantasy" to enhance students' creativity in writing = Yun yong yin dao huan xiang ti sheng xue sheng xie zuo de chuang zao li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017657 ; http://dx.doi.org/10.5353/th_b5017657 ; http://hdl.handle.net/10722/183333.

MLA Handbook (7th Edition):

Chen, Chih-lie, Yammie. “Use the "guided fantasy" to enhance students' creativity in writing.” 2010. Web. 18 Sep 2019.

Vancouver:

Chen, Chih-lie Y. Use the "guided fantasy" to enhance students' creativity in writing. [Internet] [Masters thesis]. University of Hong Kong; 2010. [cited 2019 Sep 18]. Available from: Chen, C. Y. [陳志黎]. (2010). Use the "guided fantasy" to enhance students' creativity in writing = Yun yong yin dao huan xiang ti sheng xue sheng xie zuo de chuang zao li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017657 ; http://dx.doi.org/10.5353/th_b5017657 ; http://hdl.handle.net/10722/183333.

Council of Science Editors:

Chen, Chih-lie Y. Use the "guided fantasy" to enhance students' creativity in writing. [Masters Thesis]. University of Hong Kong; 2010. Available from: Chen, C. Y. [陳志黎]. (2010). Use the "guided fantasy" to enhance students' creativity in writing = Yun yong yin dao huan xiang ti sheng xue sheng xie zuo de chuang zao li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017657 ; http://dx.doi.org/10.5353/th_b5017657 ; http://hdl.handle.net/10722/183333


Massey University

13. Salisbury, Andrew Raymond. What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand .

Degree: 2014, Massey University

 Writing is viewed as applied metacognition. Metacognition is conceptualised as a conscious use of strategies to carry out a process. By using planning as a… (more)

Subjects/Keywords: English language; Composition and exercises; Writing; Study and teaching; Elementary; Planning; Metacognition; e-asTTle; Primary

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

APA (6th Edition):

Salisbury, A. R. (2014). What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6633

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):

Salisbury, Andrew Raymond. “What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand .” 2014. Thesis, Massey University. Accessed September 18, 2019. http://hdl.handle.net/10179/6633.

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

MLA Handbook (7th Edition):

Salisbury, Andrew Raymond. “What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand .” 2014. Web. 18 Sep 2019.

Vancouver:

Salisbury AR. What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10179/6633.

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

Council of Science Editors:

Salisbury AR. What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6633

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

14. Morawek, Alison. Writing and science connections : integrated instruction and assessment .

Degree: Department of Graduate and Undergraduate Studies in Education, 2012, Brock University

 Learning to write is a daunting task for many young children. The purpose of this study was to examine the impact of a combined approach… (more)

Subjects/Keywords: Composition (Language arts)  – Study and teaching (Primary); Science  – Study and teaching (Primary); English language  – Composition and exercises

language arts instructional period (i.e., reading, word study, oral and visual communication… …Chapman, 2002). In addition to this, teaching children how to construct various composition… …Geometry and Spatial Sense, Data Management and Probability); Language Arts (Reading… …the science integration component throughout language arts instruction? 3. Can grade 3… …became my mission and my passion to study the writing development of primary-aged students, to… 

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

APA (6th Edition):

Morawek, A. (2012). Writing and science connections : integrated instruction and assessment . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3944

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):

Morawek, Alison. “Writing and science connections : integrated instruction and assessment .” 2012. Thesis, Brock University. Accessed September 18, 2019. http://hdl.handle.net/10464/3944.

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

MLA Handbook (7th Edition):

Morawek, Alison. “Writing and science connections : integrated instruction and assessment .” 2012. Web. 18 Sep 2019.

Vancouver:

Morawek A. Writing and science connections : integrated instruction and assessment . [Internet] [Thesis]. Brock University; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10464/3944.

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

Council of Science Editors:

Morawek A. Writing and science connections : integrated instruction and assessment . [Thesis]. Brock University; 2012. Available from: http://hdl.handle.net/10464/3944

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


University of Central Florida

15. Martinez, Laura. Transfer Within Fyc Tracing The Operalization Of Writing-related Knowledge And Concepts In Composition.

Degree: 2011, University of Central Florida

 This study traces the transfer of writing-related knowledge and concepts from the composition classroom into the writing assignments composed by students within the same course.… (more)

Subjects/Keywords: Composition (Language arts); English language  – Rhetoric  – Study and teaching (Higher); Arts and Humanities  – Dissertations, Academic, Dissertations, Academic  – Arts and Humanities

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APA (6th Edition):

Martinez, L. (2011). Transfer Within Fyc Tracing The Operalization Of Writing-related Knowledge And Concepts In Composition. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2081

Chicago Manual of Style (16th Edition):

Martinez, Laura. “Transfer Within Fyc Tracing The Operalization Of Writing-related Knowledge And Concepts In Composition.” 2011. Masters Thesis, University of Central Florida. Accessed September 18, 2019. https://stars.library.ucf.edu/etd/2081.

MLA Handbook (7th Edition):

Martinez, Laura. “Transfer Within Fyc Tracing The Operalization Of Writing-related Knowledge And Concepts In Composition.” 2011. Web. 18 Sep 2019.

Vancouver:

Martinez L. Transfer Within Fyc Tracing The Operalization Of Writing-related Knowledge And Concepts In Composition. [Internet] [Masters thesis]. University of Central Florida; 2011. [cited 2019 Sep 18]. Available from: https://stars.library.ucf.edu/etd/2081.

Council of Science Editors:

Martinez L. Transfer Within Fyc Tracing The Operalization Of Writing-related Knowledge And Concepts In Composition. [Masters Thesis]. University of Central Florida; 2011. Available from: https://stars.library.ucf.edu/etd/2081


IUPUI

16. Sherven, Keva N. WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

As an undergraduate, I had the opportunity to work in the University Writing Center (UWC) at IUPUI. This opportunity influenced… (more)

Subjects/Keywords: writing center best practices; composition; first year composition; FYC; writing center; Writing centers; Composition (Language arts)  – Study and teaching

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

APA (6th Edition):

Sherven, K. N. (2010). WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2232

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):

Sherven, Keva N. “WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM.” 2010. Thesis, IUPUI. Accessed September 18, 2019. http://hdl.handle.net/1805/2232.

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

MLA Handbook (7th Edition):

Sherven, Keva N. “WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM.” 2010. Web. 18 Sep 2019.

Vancouver:

Sherven KN. WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1805/2232.

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

Council of Science Editors:

Sherven KN. WORLDS COLLIDE: INTEGRATING WRITING CENTER BEST PRACTICES INTO A FIRST YEAR COMPOSITION CLASSROOM. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2232

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


University of Johannesburg

17. Maritz, Barbara. Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention.

Degree: 2012, University of Johannesburg

D.Ed.

The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners… (more)

Subjects/Keywords: Inclusive education; Reading (Primary); Books and reading; English language - Study and teaching (Primary); Language arts; Children - Books and reading

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APA (6th Edition):

Maritz, B. (2012). Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8044

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):

Maritz, Barbara. “Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention.” 2012. Thesis, University of Johannesburg. Accessed September 18, 2019. http://hdl.handle.net/10210/8044.

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

MLA Handbook (7th Edition):

Maritz, Barbara. “Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention.” 2012. Web. 18 Sep 2019.

Vancouver:

Maritz B. Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10210/8044.

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

Council of Science Editors:

Maritz B. Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/8044

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

18. Niesyn, Mary Elizabeth. Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

unavailable

Subjects/Keywords: English language; Composition and exercises; Study and teaching (Primary); Language arts (Primary); Group work in education; Education

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APA (6th Edition):

Niesyn, M. E. (2011). Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/286

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):

Niesyn, Mary Elizabeth. “Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development.” 2011. Thesis, University of San Francisco. Accessed September 18, 2019. https://repository.usfca.edu/diss/286.

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

MLA Handbook (7th Edition):

Niesyn, Mary Elizabeth. “Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development.” 2011. Web. 18 Sep 2019.

Vancouver:

Niesyn ME. Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Sep 18]. Available from: https://repository.usfca.edu/diss/286.

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

Council of Science Editors:

Niesyn ME. Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/286

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


East Carolina University

19. Johnson, Jamie. Defining God, Love, and Grammar.

Degree: 2014, East Carolina University

 Based on textual research and general discussion in academia, a field-accepted definition of grammar for the purposes of first-year writing does not yet exist. In… (more)

Subjects/Keywords: Linguistics; Rhetoric; Grammar, Comparative and general; Composition (Language arts) – Study and teaching (Higher)

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APA (6th Edition):

Johnson, J. (2014). Defining God, Love, and Grammar. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4401

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):

Johnson, Jamie. “Defining God, Love, and Grammar.” 2014. Thesis, East Carolina University. Accessed September 18, 2019. http://hdl.handle.net/10342/4401.

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

MLA Handbook (7th Edition):

Johnson, Jamie. “Defining God, Love, and Grammar.” 2014. Web. 18 Sep 2019.

Vancouver:

Johnson J. Defining God, Love, and Grammar. [Internet] [Thesis]. East Carolina University; 2014. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10342/4401.

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

Council of Science Editors:

Johnson J. Defining God, Love, and Grammar. [Thesis]. East Carolina University; 2014. Available from: http://hdl.handle.net/10342/4401

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


East Carolina University

20. Gilbert, Jeffrey. "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition, Motivation, and Engagement.

Degree: 2012, East Carolina University

 The following study investigates one teacher's experience using the Myers Briggs Type Indicator in teaching first-year writing, contrasting my personal experiences as a novice composition(more)

Subjects/Keywords: Education; Composition (Language arts) – Study and teaching (Secondary); Myers-Briggs Type Indicator

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APA (6th Edition):

Gilbert, J. (2012). "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition, Motivation, and Engagement. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4080

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):

Gilbert, Jeffrey. “"How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition, Motivation, and Engagement.” 2012. Thesis, East Carolina University. Accessed September 18, 2019. http://hdl.handle.net/10342/4080.

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

MLA Handbook (7th Edition):

Gilbert, Jeffrey. “"How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition, Motivation, and Engagement.” 2012. Web. 18 Sep 2019.

Vancouver:

Gilbert J. "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition, Motivation, and Engagement. [Internet] [Thesis]. East Carolina University; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10342/4080.

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

Council of Science Editors:

Gilbert J. "How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition, Motivation, and Engagement. [Thesis]. East Carolina University; 2012. Available from: http://hdl.handle.net/10342/4080

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


Oregon State University

21. Hardin, Holly E. Teacher-researchers in composition studies : subverting education's political hierarchy.

Degree: MA, 1992, Oregon State University

 This study focused on composition teachers in elementary and secondary schools who researched their own teaching practices. Specifically, it examined political implications of their work… (more)

Subjects/Keywords: Composition (Language arts)  – Study and teaching

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APA (6th Edition):

Hardin, H. E. (1992). Teacher-researchers in composition studies : subverting education's political hierarchy. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/35872

Chicago Manual of Style (16th Edition):

Hardin, Holly E. “Teacher-researchers in composition studies : subverting education's political hierarchy.” 1992. Masters Thesis, Oregon State University. Accessed September 18, 2019. http://hdl.handle.net/1957/35872.

MLA Handbook (7th Edition):

Hardin, Holly E. “Teacher-researchers in composition studies : subverting education's political hierarchy.” 1992. Web. 18 Sep 2019.

Vancouver:

Hardin HE. Teacher-researchers in composition studies : subverting education's political hierarchy. [Internet] [Masters thesis]. Oregon State University; 1992. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1957/35872.

Council of Science Editors:

Hardin HE. Teacher-researchers in composition studies : subverting education's political hierarchy. [Masters Thesis]. Oregon State University; 1992. Available from: http://hdl.handle.net/1957/35872


California State University – San Bernardino

22. Libby, Cynthia B. Literature and writing in kindergarten: A thematic approach.

Degree: MAin Education, Education, 1991, California State University – San Bernardino

Subjects/Keywords: Reading (Primary)  – California  – Language experience approach; English language  – California  – Composition and exercises  – Study and teaching (Primary) Language arts (Primary)  – California; Education; Reading and Language

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APA (6th Edition):

Libby, C. B. (1991). Literature and writing in kindergarten: A thematic approach. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/751

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):

Libby, Cynthia B. “Literature and writing in kindergarten: A thematic approach.” 1991. Thesis, California State University – San Bernardino. Accessed September 18, 2019. http://scholarworks.lib.csusb.edu/etd-project/751.

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

MLA Handbook (7th Edition):

Libby, Cynthia B. “Literature and writing in kindergarten: A thematic approach.” 1991. Web. 18 Sep 2019.

Vancouver:

Libby CB. Literature and writing in kindergarten: A thematic approach. [Internet] [Thesis]. California State University – San Bernardino; 1991. [cited 2019 Sep 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/751.

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

Council of Science Editors:

Libby CB. Literature and writing in kindergarten: A thematic approach. [Thesis]. California State University – San Bernardino; 1991. Available from: http://scholarworks.lib.csusb.edu/etd-project/751

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


Central Connecticut State University

23. François, Dionne, 1977-. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The Common Core State Standards for Mathematics (CCSS-M) initiative and its implications have caused teachers to examine students' growth and their development through multiple lenses.… (more)

Subjects/Keywords: Reading (Middle school); Composition (Language arts) – Study and teaching (Middle school); Mathematics – Study and teaching (Middle school)

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APA (6th Edition):

François, Dionne, 1. (2013). The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1929

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):

François, Dionne, 1977-. “The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.” 2013. Thesis, Central Connecticut State University. Accessed September 18, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1929.

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

MLA Handbook (7th Edition):

François, Dionne, 1977-. “The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.” 2013. Web. 18 Sep 2019.

Vancouver:

François, Dionne 1. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Sep 18]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1929.

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

Council of Science Editors:

François, Dionne 1. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1929

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


Northeastern University

24. McLaughlin, Rebecca. A new vision for introduction to writing studies.

Degree: MA, Department of English, 2015, Northeastern University

 The following is a pedagogy thesis designed for an Introduction to Writing Studies Course. This course is meant for undergraduate students with little to no… (more)

Subjects/Keywords: composition; pedagogy; writing studies; English language; Composition and exercises; Study and teaching (Higher); English language; Rhetoric; Study and teaching (Higher); Composition (Language arts); Study and teaching (Higher); Academic writing; Study and teaching (Higher); Curriculum planning

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

APA (6th Edition):

McLaughlin, R. (2015). A new vision for introduction to writing studies. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194067

Chicago Manual of Style (16th Edition):

McLaughlin, Rebecca. “A new vision for introduction to writing studies.” 2015. Masters Thesis, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/D20194067.

MLA Handbook (7th Edition):

McLaughlin, Rebecca. “A new vision for introduction to writing studies.” 2015. Web. 18 Sep 2019.

Vancouver:

McLaughlin R. A new vision for introduction to writing studies. [Internet] [Masters thesis]. Northeastern University; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/D20194067.

Council of Science Editors:

McLaughlin R. A new vision for introduction to writing studies. [Masters Thesis]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194067


University of Johannesburg

25. Pheme, Mapule Debora. The pedagogy of essay-writing in rural Northern Province schools.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Linguistics)

This study focuses on the pedagogy of essay-writing in five randomly chosen rural Northern Province senior secondary schools. The aim of the… (more)

Subjects/Keywords: Language and languages - Study and teaching (Secondary) - South Africa - Northern Province; English language - Composition and exercises - Study and teaching (Primary) - South Africa - Foreign speakers

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

APA (6th Edition):

Pheme, M. D. (2014). The pedagogy of essay-writing in rural Northern Province schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11892

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):

Pheme, Mapule Debora. “The pedagogy of essay-writing in rural Northern Province schools.” 2014. Thesis, University of Johannesburg. Accessed September 18, 2019. http://hdl.handle.net/10210/11892.

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

MLA Handbook (7th Edition):

Pheme, Mapule Debora. “The pedagogy of essay-writing in rural Northern Province schools.” 2014. Web. 18 Sep 2019.

Vancouver:

Pheme MD. The pedagogy of essay-writing in rural Northern Province schools. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10210/11892.

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

Council of Science Editors:

Pheme MD. The pedagogy of essay-writing in rural Northern Province schools. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11892

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


University of Hong Kong

26. Ying, Ngai. Using blogs to promote narrative writing in English in Hong Kong primary school.

Degree: MSin Information Technology in, 2010, University of Hong Kong

This study explored effectiveness of blog-based writing and compares it to traditional ‘paper and pen’ English narrative in a primary school classroom. A group of… (more)

Subjects/Keywords: Blogs - China - Hong Kong.; English language - Composition and exercises - Study and teaching (Primary) - China - Hong Kong.

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

APA (6th Edition):

Ying, N. (2010). Using blogs to promote narrative writing in English in Hong Kong primary school. (Masters Thesis). University of Hong Kong. Retrieved from Ying, N. [邢毅]. (2010). Using blogs to promote narrative writing in English in Hong Kong primary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4746945 ; http://dx.doi.org/10.5353/th_b4746945 ; http://hdl.handle.net/10722/174397

Chicago Manual of Style (16th Edition):

Ying, Ngai. “Using blogs to promote narrative writing in English in Hong Kong primary school.” 2010. Masters Thesis, University of Hong Kong. Accessed September 18, 2019. Ying, N. [邢毅]. (2010). Using blogs to promote narrative writing in English in Hong Kong primary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4746945 ; http://dx.doi.org/10.5353/th_b4746945 ; http://hdl.handle.net/10722/174397.

MLA Handbook (7th Edition):

Ying, Ngai. “Using blogs to promote narrative writing in English in Hong Kong primary school.” 2010. Web. 18 Sep 2019.

Vancouver:

Ying N. Using blogs to promote narrative writing in English in Hong Kong primary school. [Internet] [Masters thesis]. University of Hong Kong; 2010. [cited 2019 Sep 18]. Available from: Ying, N. [邢毅]. (2010). Using blogs to promote narrative writing in English in Hong Kong primary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4746945 ; http://dx.doi.org/10.5353/th_b4746945 ; http://hdl.handle.net/10722/174397.

Council of Science Editors:

Ying N. Using blogs to promote narrative writing in English in Hong Kong primary school. [Masters Thesis]. University of Hong Kong; 2010. Available from: Ying, N. [邢毅]. (2010). Using blogs to promote narrative writing in English in Hong Kong primary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4746945 ; http://dx.doi.org/10.5353/th_b4746945 ; http://hdl.handle.net/10722/174397


University of Hong Kong

27. Woo, Matsuko. Collaborative writing with Wikis in upper primary English language classrooms.

Degree: EdD, 2013, University of Hong Kong

 Many studies have been conducted on the application of Web 2.0 technologies (e.g., wikis) in educational environments. These studies have dealt with topics such as… (more)

Subjects/Keywords: English language - Composition and exercises - Study and teaching (Primary) - China - Hong Kong.; Internet in education - China - Hong Kong.

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

APA (6th Edition):

Woo, M. (2013). Collaborative writing with Wikis in upper primary English language classrooms. (Doctoral Dissertation). University of Hong Kong. Retrieved from Woo, M.. (2013). Collaborative writing with Wikis in upper primary English language classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017926 ; http://dx.doi.org/10.5353/th_b5017926 ; http://hdl.handle.net/10722/183645

Chicago Manual of Style (16th Edition):

Woo, Matsuko. “Collaborative writing with Wikis in upper primary English language classrooms.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed September 18, 2019. Woo, M.. (2013). Collaborative writing with Wikis in upper primary English language classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017926 ; http://dx.doi.org/10.5353/th_b5017926 ; http://hdl.handle.net/10722/183645.

MLA Handbook (7th Edition):

Woo, Matsuko. “Collaborative writing with Wikis in upper primary English language classrooms.” 2013. Web. 18 Sep 2019.

Vancouver:

Woo M. Collaborative writing with Wikis in upper primary English language classrooms. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2019 Sep 18]. Available from: Woo, M.. (2013). Collaborative writing with Wikis in upper primary English language classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017926 ; http://dx.doi.org/10.5353/th_b5017926 ; http://hdl.handle.net/10722/183645.

Council of Science Editors:

Woo M. Collaborative writing with Wikis in upper primary English language classrooms. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Woo, M.. (2013). Collaborative writing with Wikis in upper primary English language classrooms. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017926 ; http://dx.doi.org/10.5353/th_b5017926 ; http://hdl.handle.net/10722/183645


Northeastern University

28. Sineath, Karl Douglas. The effect of classroom discourse on high school students' argumentative writing skills.

Degree: EdD, School of Education, 2014, Northeastern University

 On the writing component of the most recent National Assessment of Educational Progress, 12th grade high school students' scores on argumentative tasks were lower than… (more)

Subjects/Keywords: argumentative writing; discourse; English education; secondary education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Rhetoric and Composition; Composition (Language arts); Study and teaching; Composition (Language arts); Research; Rhetoric; Study and teaching; Rhetoric; Research; Communication; Study and teaching; Education, Secondary; Research

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

APA (6th Edition):

Sineath, K. D. (2014). The effect of classroom discourse on high school students' argumentative writing skills. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005052

Chicago Manual of Style (16th Edition):

Sineath, Karl Douglas. “The effect of classroom discourse on high school students' argumentative writing skills.” 2014. Masters Thesis, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/d20005052.

MLA Handbook (7th Edition):

Sineath, Karl Douglas. “The effect of classroom discourse on high school students' argumentative writing skills.” 2014. Web. 18 Sep 2019.

Vancouver:

Sineath KD. The effect of classroom discourse on high school students' argumentative writing skills. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/d20005052.

Council of Science Editors:

Sineath KD. The effect of classroom discourse on high school students' argumentative writing skills. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005052


IUPUI

29. Wieland, John A. A Role for Film in Writing Pedagogy.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

This thesis discusses the use of film in the composition classroom. It is divided into four chapters: The Argument, The… (more)

Subjects/Keywords: Using film to teach writing; Composition (Language arts)  – Study and teaching; Motion pictures in education; Teaching  – Aids and devices

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

APA (6th Edition):

Wieland, J. A. (2010). A Role for Film in Writing Pedagogy. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2105

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):

Wieland, John A. “A Role for Film in Writing Pedagogy.” 2010. Thesis, IUPUI. Accessed September 18, 2019. http://hdl.handle.net/1805/2105.

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

MLA Handbook (7th Edition):

Wieland, John A. “A Role for Film in Writing Pedagogy.” 2010. Web. 18 Sep 2019.

Vancouver:

Wieland JA. A Role for Film in Writing Pedagogy. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1805/2105.

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

Council of Science Editors:

Wieland JA. A Role for Film in Writing Pedagogy. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2105

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

30. Madore, Joel. Answerability in the classroom: Applying dialogism to the teaching of composition.

Degree: 2016, Texas Woman's University

 This mixed-methods study investigated the association between instructors’ answerability in the classroom and an increase in student learning. For this study, answerability was considered to… (more)

Subjects/Keywords: Language, literature and linguistics; Education; Bakhtin, Mikhail; First-year composition; Mixed methods study; Student learning; Teaching philosophy statements; Language arts; Pedagogy

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

APA (6th Edition):

Madore, J. (2016). Answerability in the classroom: Applying dialogism to the teaching of composition. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8917

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):

Madore, Joel. “Answerability in the classroom: Applying dialogism to the teaching of composition.” 2016. Thesis, Texas Woman's University. Accessed September 18, 2019. http://hdl.handle.net/11274/8917.

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

MLA Handbook (7th Edition):

Madore, Joel. “Answerability in the classroom: Applying dialogism to the teaching of composition.” 2016. Web. 18 Sep 2019.

Vancouver:

Madore J. Answerability in the classroom: Applying dialogism to the teaching of composition. [Internet] [Thesis]. Texas Woman's University; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/11274/8917.

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

Council of Science Editors:

Madore J. Answerability in the classroom: Applying dialogism to the teaching of composition. [Thesis]. Texas Woman's University; 2016. Available from: http://hdl.handle.net/11274/8917

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

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