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You searched for subject:(Continuing education). Showing records 1 – 14 of 14 total matches.

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1. McClure, Michael. Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

In this field project, the author created a listening comprehension workbook for adult ESL students. The emphasis of the project was to improve the listening comprehension abilities of students through exposing them to authentic American English. The recordings were provided by StoryCorps.gov. Advisors/Committee Members: Mohammed Sedique Popal.

Subjects/Keywords: TESOL; ESL; Authentic; Listening Comprehension; Adult and Continuing Education

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

APA (6th Edition):

McClure, M. (2017). Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/515

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):

McClure, Michael. “Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/515.

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

MLA Handbook (7th Edition):

McClure, Michael. “Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation.” 2017. Web. 16 Jul 2019.

Vancouver:

McClure M. Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/515.

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

Council of Science Editors:

McClure M. Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/515

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

2. Bognar, Elizabeth. English Language Learning at National Historic Sites in the San Francisco Bay Area.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  This project focuses on lowering language learners’ affective filter by exposing them to the English language in the outdoors through visiting national parks in… (more)

Subjects/Keywords: East Bay; National; Park; ESL; outdoors; Adult and Continuing Education

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APA (6th Edition):

Bognar, E. (2018). English Language Learning at National Historic Sites in the San Francisco Bay Area. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/752

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):

Bognar, Elizabeth. “English Language Learning at National Historic Sites in the San Francisco Bay Area.” 2018. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/752.

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

MLA Handbook (7th Edition):

Bognar, Elizabeth. “English Language Learning at National Historic Sites in the San Francisco Bay Area.” 2018. Web. 16 Jul 2019.

Vancouver:

Bognar E. English Language Learning at National Historic Sites in the San Francisco Bay Area. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/752.

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

Council of Science Editors:

Bognar E. English Language Learning at National Historic Sites in the San Francisco Bay Area. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/752

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

3. Parsons, Sarah Rose. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The daily metrics of the teaching profession can prove emotionally and physically taxing, especially when compared to the current rapidly growing veil of technological… (more)

Subjects/Keywords: idea mapping; professional development; cognition; workshop; education; Adult and Continuing Education; Other Education; Teacher Education and Professional Development

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APA (6th Edition):

Parsons, S. R. (2017). Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/488

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):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/488.

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

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 16 Jul 2019.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/488.

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

Council of Science Editors:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/488

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

4. Carranza, Johanna. Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  ABSTRACT ESL students in the United States avail the resources of community college to achieve their goal of academic excellence. However, many community colleges… (more)

Subjects/Keywords: ESL; Reading; Writing; Critical thinkings; Human rights.; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Other Education

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APA (6th Edition):

Carranza, J. (2018). Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/734

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):

Carranza, Johanna. “Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction.” 2018. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/734.

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

MLA Handbook (7th Edition):

Carranza, Johanna. “Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction.” 2018. Web. 16 Jul 2019.

Vancouver:

Carranza J. Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/734.

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

Council of Science Editors:

Carranza J. Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/734

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

5. Hilburn, Jean L. USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

  Research has shown that there are many benefits to using humor in the ESL classroom. Although this is known, oftentimes humor is avoided. There… (more)

Subjects/Keywords: humor; puns; jokes; riddles; adult ESL; metalinguistic awareness; cultural competence; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Hilburn, J. L. (2017). USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/492

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):

Hilburn, Jean L. “USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/492.

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

MLA Handbook (7th Edition):

Hilburn, Jean L. “USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS.” 2017. Web. 16 Jul 2019.

Vancouver:

Hilburn JL. USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/492.

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

Council of Science Editors:

Hilburn JL. USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/492

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

6. Lee, Chaiyeon Sylvia. Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The importance of educating effective English users competent in communicating and interacting in a variety of social settings is highlighted in today’s highly globalized… (more)

Subjects/Keywords: Authentic materials; Communicative competence; Global Topics; Participatory Approach; Real-world Topics; Adult and Continuing Education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods; Language and Literacy Education

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APA (6th Edition):

Lee, C. S. (2017). Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/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):

Lee, Chaiyeon Sylvia. “Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/643.

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

MLA Handbook (7th Edition):

Lee, Chaiyeon Sylvia. “Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers.” 2017. Web. 16 Jul 2019.

Vancouver:

Lee CS. Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/643.

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

Council of Science Editors:

Lee CS. Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/643

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

7. Lee, Dora. Teaching Health Literacy in Conjunction with ESL.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2014, University of San Francisco

  In the United States, many English as a Second Language (ESL) speakers who have limited English proficiency also have low levels of health literacy.… (more)

Subjects/Keywords: English as a Second Language; health literacy; curriculum; United States; education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Other Education

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

APA (6th Edition):

Lee, D. (2014). Teaching Health Literacy in Conjunction with ESL. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/94

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):

Lee, Dora. “Teaching Health Literacy in Conjunction with ESL.” 2014. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/94.

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

MLA Handbook (7th Edition):

Lee, Dora. “Teaching Health Literacy in Conjunction with ESL.” 2014. Web. 16 Jul 2019.

Vancouver:

Lee D. Teaching Health Literacy in Conjunction with ESL. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/94.

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

Council of Science Editors:

Lee D. Teaching Health Literacy in Conjunction with ESL. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/94

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

8. Torossian, Christopher. English for Baking: Lessons for Kitchen Workers Using On-Site Learning.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  Today, the back of house staff in culinary kitchens is comprised largely by migrant workers whose native language is something other than English. At… (more)

Subjects/Keywords: esl; tesol; vesl; on-site; baking; decorating; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education; Vocational Education

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

APA (6th Edition):

Torossian, C. (2018). English for Baking: Lessons for Kitchen Workers Using On-Site Learning. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/863

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):

Torossian, Christopher. “English for Baking: Lessons for Kitchen Workers Using On-Site Learning.” 2018. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/863.

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

MLA Handbook (7th Edition):

Torossian, Christopher. “English for Baking: Lessons for Kitchen Workers Using On-Site Learning.” 2018. Web. 16 Jul 2019.

Vancouver:

Torossian C. English for Baking: Lessons for Kitchen Workers Using On-Site Learning. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/863.

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

Council of Science Editors:

Torossian C. English for Baking: Lessons for Kitchen Workers Using On-Site Learning. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/863

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

9. Petkovski, Josephine Charlotte. Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2016, University of San Francisco

  Learning the language of English for any adult English as a Second Language (ESL) learner is a challenge in and of itself. This is… (more)

Subjects/Keywords: Job Interviews: A Task-Based Unit for Speaking focused on Pronunciation; Adult and Continuing Education and Teaching; Curriculum and Instruction

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

APA (6th Edition):

Petkovski, J. C. (2016). Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/294

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):

Petkovski, Josephine Charlotte. “Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US.” 2016. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/294.

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

MLA Handbook (7th Edition):

Petkovski, Josephine Charlotte. “Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US.” 2016. Web. 16 Jul 2019.

Vancouver:

Petkovski JC. Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/294.

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

Council of Science Editors:

Petkovski JC. Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/294

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

10. Ziogas, Sara G. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The lack of teacher training and textbook teaching materials for developing pragmatic awareness in ESL (English as a second language) and EFL (English as… (more)

Subjects/Keywords: pragmatic awareness; communicative competence; speech acts; workshop; teacher training; Adult and Continuing Education and Teaching; Higher Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Ziogas, S. G. (2017). Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/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):

Ziogas, Sara G. “Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/577.

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

MLA Handbook (7th Edition):

Ziogas, Sara G. “Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.” 2017. Web. 16 Jul 2019.

Vancouver:

Ziogas SG. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/577.

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

Council of Science Editors:

Ziogas SG. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/577

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

11. Chen, Chun Mei. Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management.

Degree: MSN, 2018, University of San Francisco

  Abstract The objectives during this project were to achieve by the end of 2018 an overall reduction of 25% in HF readmissions within 30… (more)

Subjects/Keywords: Heart Failure; Readmissions; Patient education; IDEAL Discharge Planning; Adult and Continuing Education; Education; Educational Assessment, Evaluation, and Research; Finance and Financial Management; Geriatric Nursing; Health and Physical Education; Interprofessional Education; Language and Literacy Education; Public Health Education and Promotion

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

APA (6th Edition):

Chen, C. M. (2018). Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/786

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):

Chen, Chun Mei. “Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management.” 2018. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/786.

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

MLA Handbook (7th Edition):

Chen, Chun Mei. “Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management.” 2018. Web. 16 Jul 2019.

Vancouver:

Chen CM. Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/786.

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

Council of Science Editors:

Chen CM. Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/786

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

12. Kellen, Shari Lee, RN, OCN, ONN. Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses.

Degree: MSN, 2017, University of San Francisco

  Abstract A clinical nurse leader (CNL) project was conducted, in a medical-surgical oncology unit in a community-based hospital, to evaluate and improve upon the… (more)

Subjects/Keywords: chemotherapy certification; oncology nursing; nursing education; professional development; oncology certification; safe handling hazardous drugs; Adult and Continuing Education and Teaching; Medicine and Health Sciences; Nursing; Occupational and Environmental Health Nursing; Other Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Kellen, Shari Lee, RN, OCN, O. (2017). Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/620

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):

Kellen, Shari Lee, RN, OCN, ONN. “Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/620.

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

MLA Handbook (7th Edition):

Kellen, Shari Lee, RN, OCN, ONN. “Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses.” 2017. Web. 16 Jul 2019.

Vancouver:

Kellen, Shari Lee, RN, OCN O. Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/620.

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

Council of Science Editors:

Kellen, Shari Lee, RN, OCN O. Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/620

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

13. Espino, Laura. Empowering Students to Develop L2 Identity - Supplemental Online Lessons.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  As an immigrant, learning English is part of acculturating to the new culture. From this process, a new identity emerges in the context of… (more)

Subjects/Keywords: English for Speakers of Other Languages; Identity; Strategies Based Learning; Online Learning; Intersectionality; Acculturation; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education; Online and Distance Education

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APA (6th Edition):

Espino, L. (2018). Empowering Students to Develop L2 Identity - Supplemental Online Lessons. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/749

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):

Espino, Laura. “Empowering Students to Develop L2 Identity - Supplemental Online Lessons.” 2018. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/749.

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

MLA Handbook (7th Edition):

Espino, Laura. “Empowering Students to Develop L2 Identity - Supplemental Online Lessons.” 2018. Web. 16 Jul 2019.

Vancouver:

Espino L. Empowering Students to Develop L2 Identity - Supplemental Online Lessons. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/749.

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

Council of Science Editors:

Espino L. Empowering Students to Develop L2 Identity - Supplemental Online Lessons. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/749

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

14. Rodriguez-Juarez, Martin. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included. Advisors/Committee Members: Sedique Popal, Luz Navarrette Garcia.

Subjects/Keywords: immigration; latinos; california; motivation; English as second language; ESL; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Leadership; Educational Methods; Education Economics; Elementary Education and Teaching; Higher Education; Higher Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Other Education; Other Teacher Education and Professional Development; Secondary Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Rodriguez-Juarez, M. (2016). The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/444

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):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/capstone/444.

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

MLA Handbook (7th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Web. 16 Jul 2019.

Vancouver:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/capstone/444.

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

Council of Science Editors:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/444

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

.