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You searched for subject:(Disciplinary literacy). Showing records 1 – 30 of 85 total matches.

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SUNY College at Brockport

1. Johnson, Kaitlyn. A Closer Look into Discipline Specific Literacy Strategies for Mathematics.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  This study then looks into specific researched based literacy practices to determine which strategies are known to work and help students read. The study… (more)

Subjects/Keywords: mathematical literacy; strategy toolkit; disciplinary literacy; Education

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APA (6th Edition):

Johnson, K. (2015). A Closer Look into Discipline Specific Literacy Strategies for Mathematics. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/603

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, Kaitlyn. “A Closer Look into Discipline Specific Literacy Strategies for Mathematics.” 2015. Thesis, SUNY College at Brockport. Accessed May 06, 2021. https://digitalcommons.brockport.edu/ehd_theses/603.

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

MLA Handbook (7th Edition):

Johnson, Kaitlyn. “A Closer Look into Discipline Specific Literacy Strategies for Mathematics.” 2015. Web. 06 May 2021.

Vancouver:

Johnson K. A Closer Look into Discipline Specific Literacy Strategies for Mathematics. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2021 May 06]. Available from: https://digitalcommons.brockport.edu/ehd_theses/603.

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

Council of Science Editors:

Johnson K. A Closer Look into Discipline Specific Literacy Strategies for Mathematics. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/603

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


Iowa State University

2. Barlow, Wendy A. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.

Degree: 2019, Iowa State University

 During the past decade, literacy education has shifted from generalized reading strategies to instruction that pays particular attention to the ways in which members of… (more)

Subjects/Keywords: agency; critical disciplinary literacy; critical literacy; disciplinary literacy; English Language Arts; secondary education; Education

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APA (6th Edition):

Barlow, W. A. (2019). Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17397

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):

Barlow, Wendy A. “Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.” 2019. Thesis, Iowa State University. Accessed May 06, 2021. https://lib.dr.iastate.edu/etd/17397.

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

MLA Handbook (7th Edition):

Barlow, Wendy A. “Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.” 2019. Web. 06 May 2021.

Vancouver:

Barlow WA. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. [Internet] [Thesis]. Iowa State University; 2019. [cited 2021 May 06]. Available from: https://lib.dr.iastate.edu/etd/17397.

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

Council of Science Editors:

Barlow WA. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. [Thesis]. Iowa State University; 2019. Available from: https://lib.dr.iastate.edu/etd/17397

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


Oregon State University

3. Bamford, Barbara JoAnne Dehm. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.

Degree: PhD, Education, 2011, Oregon State University

 The purpose of this qualitative study was to examine the factors that contributed to the engagement of middle and high school teachers in professional learning… (more)

Subjects/Keywords: Disciplinary Literacy; Middle school teachers  – Training of

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APA (6th Edition):

Bamford, B. J. D. (2011). Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/21424

Chicago Manual of Style (16th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Doctoral Dissertation, Oregon State University. Accessed May 06, 2021. http://hdl.handle.net/1957/21424.

MLA Handbook (7th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Web. 06 May 2021.

Vancouver:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2021 May 06]. Available from: http://hdl.handle.net/1957/21424.

Council of Science Editors:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/21424


University of Michigan

4. Rainey, Emily C. What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.

Degree: PhD, Educational Studies, 2015, University of Michigan

 Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—few researchers have… (more)

Subjects/Keywords: disciplinary literacy; disciplinary literacy instruction; English language arts; literary studies; secondary school; Education; Social Sciences

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APA (6th Edition):

Rainey, E. C. (2015). What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113618

Chicago Manual of Style (16th Edition):

Rainey, Emily C. “What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.” 2015. Doctoral Dissertation, University of Michigan. Accessed May 06, 2021. http://hdl.handle.net/2027.42/113618.

MLA Handbook (7th Edition):

Rainey, Emily C. “What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.” 2015. Web. 06 May 2021.

Vancouver:

Rainey EC. What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2021 May 06]. Available from: http://hdl.handle.net/2027.42/113618.

Council of Science Editors:

Rainey EC. What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113618


Texas State University – San Marcos

5. Lampi, Jodi P. Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas.

Degree: PhD, Developmental Education, 2014, Texas State University – San Marcos

 This dissertation presents a study designed to uncover instructors’ understandings of disciplinary writing in order to understand how their conceptualizations may hinder or support students’… (more)

Subjects/Keywords: Disciplinary writing; Disciplinary literacy; Postsecondary literacy; Conceptualizations; Metaphor analysis; Writing – Study and teaching (Higher)

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APA (6th Edition):

Lampi, J. P. (2014). Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5261

Chicago Manual of Style (16th Edition):

Lampi, Jodi P. “Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed May 06, 2021. https://digital.library.txstate.edu/handle/10877/5261.

MLA Handbook (7th Edition):

Lampi, Jodi P. “Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas.” 2014. Web. 06 May 2021.

Vancouver:

Lampi JP. Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2021 May 06]. Available from: https://digital.library.txstate.edu/handle/10877/5261.

Council of Science Editors:

Lampi JP. Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5261


Brigham Young University

6. Mendenhall, Melissa P. Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy.

Degree: MA, 2018, Brigham Young University

 The purpose of this qualitative study was to explore Grades 6-8 teachers<&apos> knowledge and beliefs about science literacy and instruction that develops science literacy, in… (more)

Subjects/Keywords: disciplinary literacy; elementary; middle school; science education; science literacy

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APA (6th Edition):

Mendenhall, M. P. (2018). Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8317&context=etd

Chicago Manual of Style (16th Edition):

Mendenhall, Melissa P. “Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy.” 2018. Masters Thesis, Brigham Young University. Accessed May 06, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8317&context=etd.

MLA Handbook (7th Edition):

Mendenhall, Melissa P. “Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy.” 2018. Web. 06 May 2021.

Vancouver:

Mendenhall MP. Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2021 May 06]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8317&context=etd.

Council of Science Editors:

Mendenhall MP. Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8317&context=etd


Southern Illinois University

7. Lopez Jaramillo, Maria Gabriela. Mathematical literacy: A case study of pre-service teachers.

Degree: PhD, Curriculum and Instruction, 2020, Southern Illinois University

  This study addresses the question of whether or not pre-service teachers are ready and prepared to use and teach the highly-specialized language of each… (more)

Subjects/Keywords: Disciplinary Literacy; Mathematical Literacy; Novice - Experts; Systemic Functional Linguistics

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APA (6th Edition):

Lopez Jaramillo, M. G. (2020). Mathematical literacy: A case study of pre-service teachers. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/1798

Chicago Manual of Style (16th Edition):

Lopez Jaramillo, Maria Gabriela. “Mathematical literacy: A case study of pre-service teachers.” 2020. Doctoral Dissertation, Southern Illinois University. Accessed May 06, 2021. https://opensiuc.lib.siu.edu/dissertations/1798.

MLA Handbook (7th Edition):

Lopez Jaramillo, Maria Gabriela. “Mathematical literacy: A case study of pre-service teachers.” 2020. Web. 06 May 2021.

Vancouver:

Lopez Jaramillo MG. Mathematical literacy: A case study of pre-service teachers. [Internet] [Doctoral dissertation]. Southern Illinois University; 2020. [cited 2021 May 06]. Available from: https://opensiuc.lib.siu.edu/dissertations/1798.

Council of Science Editors:

Lopez Jaramillo MG. Mathematical literacy: A case study of pre-service teachers. [Doctoral Dissertation]. Southern Illinois University; 2020. Available from: https://opensiuc.lib.siu.edu/dissertations/1798


Texas A&M University

8. Miller, Diane Morris. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 2,871 articles to determine the prevalent themes… (more)

Subjects/Keywords: Writing; content areas; content-area literacy; disciplinary literacy; adolescent literacy; secondary education

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APA (6th Edition):

Miller, D. M. (2014). Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152458

Chicago Manual of Style (16th Edition):

Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Doctoral Dissertation, Texas A&M University. Accessed May 06, 2021. http://hdl.handle.net/1969.1/152458.

MLA Handbook (7th Edition):

Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Web. 06 May 2021.

Vancouver:

Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/1969.1/152458.

Council of Science Editors:

Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152458

9. Catterson, Amy Koehler. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.

Degree: Education, 2017, University of California – Berkeley

 Close reading is an enigmatic term with a simple definition: special attention to texts. Key shifts in the Common Core State Standards have led to… (more)

Subjects/Keywords: Reading instruction; Pedagogy; Educational technology; adolescent literacy; close reading; digital media; disciplinary literacy; reading instruction

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APA (6th Edition):

Catterson, A. K. (2017). Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/26k3t6g0

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):

Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Thesis, University of California – Berkeley. Accessed May 06, 2021. http://www.escholarship.org/uc/item/26k3t6g0.

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

MLA Handbook (7th Edition):

Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Web. 06 May 2021.

Vancouver:

Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 May 06]. Available from: http://www.escholarship.org/uc/item/26k3t6g0.

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

Council of Science Editors:

Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/26k3t6g0

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


University of Georgia

10. Wilson, Amy Alexandra. Discipline-Specific patterns of representation across ten middle school classrooms.

Degree: 2014, University of Georgia

 This study, framed in theories of social semiotics, describes discipline-specific patterns of representation used across three disciplines—earth science, English, and mathematics—as they were taught by… (more)

Subjects/Keywords: Adolescent Literacy; Social Semiotics; Disciplinary Literacy; Science Education; English Education; Mathematics Education; Representation; Affordances

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APA (6th Edition):

Wilson, A. A. (2014). Discipline-Specific patterns of representation across ten middle school classrooms. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27641

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):

Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2014. Thesis, University of Georgia. Accessed May 06, 2021. http://hdl.handle.net/10724/27641.

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

MLA Handbook (7th Edition):

Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2014. Web. 06 May 2021.

Vancouver:

Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/10724/27641.

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

Council of Science Editors:

Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27641

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


Boston University

11. Rabold, Jennifer. Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis.

Degree: EdD, Education, 2019, Boston University

 This study investigated the approximations of disciplinary literacy in high school English Language Arts students’ writing. To study the development of these disciplinary conventions, the… (more)

Subjects/Keywords: Reading instruction; Disciplinary literacy; English language arts; Literacy instruction; Literary analysis; Literary studies; Writing development

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APA (6th Edition):

Rabold, J. (2019). Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/36008

Chicago Manual of Style (16th Edition):

Rabold, Jennifer. “Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis.” 2019. Doctoral Dissertation, Boston University. Accessed May 06, 2021. http://hdl.handle.net/2144/36008.

MLA Handbook (7th Edition):

Rabold, Jennifer. “Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis.” 2019. Web. 06 May 2021.

Vancouver:

Rabold J. Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis. [Internet] [Doctoral dissertation]. Boston University; 2019. [cited 2021 May 06]. Available from: http://hdl.handle.net/2144/36008.

Council of Science Editors:

Rabold J. Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis. [Doctoral Dissertation]. Boston University; 2019. Available from: http://hdl.handle.net/2144/36008


University of Houston

12. -1802-1435. Writing Instruction in Secondary Chemistry Classrooms.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

 Low ELA scores on state-mandated tests prompted efforts to incorporate writing into non-ELA classrooms through campus-wide writing initiatives. These efforts changed teachers’ daily praxes and… (more)

Subjects/Keywords: Secondary education; Writing instruction; Disciplinary literacy; Content area literacy; Writing in science; Writing pedagogy

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APA (6th Edition):

-1802-1435. (2017). Writing Instruction in Secondary Chemistry Classrooms. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4550

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

Chicago Manual of Style (16th Edition):

-1802-1435. “Writing Instruction in Secondary Chemistry Classrooms.” 2017. Doctoral Dissertation, University of Houston. Accessed May 06, 2021. http://hdl.handle.net/10657/4550.

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

MLA Handbook (7th Edition):

-1802-1435. “Writing Instruction in Secondary Chemistry Classrooms.” 2017. Web. 06 May 2021.

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

Vancouver:

-1802-1435. Writing Instruction in Secondary Chemistry Classrooms. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 May 06]. Available from: http://hdl.handle.net/10657/4550.

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

Council of Science Editors:

-1802-1435. Writing Instruction in Secondary Chemistry Classrooms. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4550

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

13. Tavalsky, Hali A. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.

Degree: MA, English, 2017, Northen Michigan University

  First-year college students are often unprepared for college-level reading, writing, and discourse. It is important to understand how various instructional practices affect students’ reading… (more)

Subjects/Keywords: Developmental Reading; Reading-Writing Connection; First-Year College Students Disciplinary Literacy; Language and Literacy Education

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APA (6th Edition):

Tavalsky, H. A. (2017). Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/139

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):

Tavalsky, Hali A. “Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.” 2017. Thesis, Northen Michigan University. Accessed May 06, 2021. https://commons.nmu.edu/theses/139.

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

MLA Handbook (7th Edition):

Tavalsky, Hali A. “Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.” 2017. Web. 06 May 2021.

Vancouver:

Tavalsky HA. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. [Internet] [Thesis]. Northen Michigan University; 2017. [cited 2021 May 06]. Available from: https://commons.nmu.edu/theses/139.

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

Council of Science Editors:

Tavalsky HA. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. [Thesis]. Northen Michigan University; 2017. Available from: https://commons.nmu.edu/theses/139

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


University of South Carolina

14. Goodman, Janie Riddle. Beliefs, Practices, and Preservice Teachers: A Case Study.

Degree: PhD, 2014, University of South Carolina

  Existing in the chronology of content area literacy instruction is a convincing body of research that supports the role of strategic learning in students’… (more)

Subjects/Keywords: Education; Content area literacy; Disciplinary literacy; Reading instruction; Strategies Instruction; Teacher beliefs; Teacher education

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APA (6th Edition):

Goodman, J. R. (2014). Beliefs, Practices, and Preservice Teachers: A Case Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2976

Chicago Manual of Style (16th Edition):

Goodman, Janie Riddle. “Beliefs, Practices, and Preservice Teachers: A Case Study.” 2014. Doctoral Dissertation, University of South Carolina. Accessed May 06, 2021. https://scholarcommons.sc.edu/etd/2976.

MLA Handbook (7th Edition):

Goodman, Janie Riddle. “Beliefs, Practices, and Preservice Teachers: A Case Study.” 2014. Web. 06 May 2021.

Vancouver:

Goodman JR. Beliefs, Practices, and Preservice Teachers: A Case Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2014. [cited 2021 May 06]. Available from: https://scholarcommons.sc.edu/etd/2976.

Council of Science Editors:

Goodman JR. Beliefs, Practices, and Preservice Teachers: A Case Study. [Doctoral Dissertation]. University of South Carolina; 2014. Available from: https://scholarcommons.sc.edu/etd/2976


University of Cincinnati

15. Headley, Marcia Gail. What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2016, University of Cincinnati

 The language of mathematics may be the most influential language ever codified in a writing system. Despite the ubiquity of the language, literacy for mathematics… (more)

Subjects/Keywords: Mathematics Education; Symbolic Mathematics Language Literacy; multilevel research design; mixed methods; mathematics education; disciplinary literacy

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APA (6th Edition):

Headley, M. G. (2016). What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470045155

Chicago Manual of Style (16th Edition):

Headley, Marcia Gail. “What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed May 06, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470045155.

MLA Handbook (7th Edition):

Headley, Marcia Gail. “What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School.” 2016. Web. 06 May 2021.

Vancouver:

Headley MG. What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2021 May 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470045155.

Council of Science Editors:

Headley MG. What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470045155


University of Michigan

16. Aumen, Jared. Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges.

Degree: PhD, Educational Studies, 2017, University of Michigan

 This dissertation is comprised of three manuscripts that explore aspects of teacher professional development (PD) for disciplinary literacy. These aspects include (1) the ways that… (more)

Subjects/Keywords: Professional development; Disciplinary literacy; History/social studies education; Education; Social Sciences

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

APA (6th Edition):

Aumen, J. (2017). Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138641

Chicago Manual of Style (16th Edition):

Aumen, Jared. “Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges.” 2017. Doctoral Dissertation, University of Michigan. Accessed May 06, 2021. http://hdl.handle.net/2027.42/138641.

MLA Handbook (7th Edition):

Aumen, Jared. “Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges.” 2017. Web. 06 May 2021.

Vancouver:

Aumen J. Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2021 May 06]. Available from: http://hdl.handle.net/2027.42/138641.

Council of Science Editors:

Aumen J. Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138641


University of Wisconsin – Milwaukee

17. Hillman, Ann Marie. Disciplinary Literacy: a Case Study on How Secondary Teachers Engage Students in Disciplinary Discourses.

Degree: PhD, Urban Education, 2015, University of Wisconsin – Milwaukee

  Secondary teachers are currently pressured to address low adolescent literacy rates by adopting disciplinary literacy approaches. While the pressure mounts, direction on how such… (more)

Subjects/Keywords: Disciplinary Literacy; Science; Secondary; Social Studies; Reading and Language

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

APA (6th Edition):

Hillman, A. M. (2015). Disciplinary Literacy: a Case Study on How Secondary Teachers Engage Students in Disciplinary Discourses. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1152

Chicago Manual of Style (16th Edition):

Hillman, Ann Marie. “Disciplinary Literacy: a Case Study on How Secondary Teachers Engage Students in Disciplinary Discourses.” 2015. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed May 06, 2021. https://dc.uwm.edu/etd/1152.

MLA Handbook (7th Edition):

Hillman, Ann Marie. “Disciplinary Literacy: a Case Study on How Secondary Teachers Engage Students in Disciplinary Discourses.” 2015. Web. 06 May 2021.

Vancouver:

Hillman AM. Disciplinary Literacy: a Case Study on How Secondary Teachers Engage Students in Disciplinary Discourses. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2015. [cited 2021 May 06]. Available from: https://dc.uwm.edu/etd/1152.

Council of Science Editors:

Hillman AM. Disciplinary Literacy: a Case Study on How Secondary Teachers Engage Students in Disciplinary Discourses. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2015. Available from: https://dc.uwm.edu/etd/1152


Texas A&M University

18. Williams Jr., Byron Ray. Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents.

Degree: EdD, Curriculum and Instruction, 2019, Texas A&M University

 As a discipline, history sometimes gets a bad reputation because many students believe that it is all about memorizing long lists of dates, disputes, and… (more)

Subjects/Keywords: historical thinking; disciplinary literacy; historical reasoning skills; document-based lessons

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APA (6th Edition):

Williams Jr., B. R. (2019). Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/188812

Chicago Manual of Style (16th Edition):

Williams Jr., Byron Ray. “Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents.” 2019. Doctoral Dissertation, Texas A&M University. Accessed May 06, 2021. http://hdl.handle.net/1969.1/188812.

MLA Handbook (7th Edition):

Williams Jr., Byron Ray. “Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents.” 2019. Web. 06 May 2021.

Vancouver:

Williams Jr. BR. Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2021 May 06]. Available from: http://hdl.handle.net/1969.1/188812.

Council of Science Editors:

Williams Jr. BR. Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/188812


Boston College

19. Pedersen, Joelle Marie. The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2019, Boston College

 Prior to the widespread adoption of the Common Core State Standards (CCSS) in 2009, writing was largely neglected in the education policy realm. However, the… (more)

Subjects/Keywords: Assessment; Common Core; Disciplinary Literacy; English Language Arts; School reform; Writing

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

APA (6th Edition):

Pedersen, J. M. (2019). The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108402

Chicago Manual of Style (16th Edition):

Pedersen, Joelle Marie. “The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives.” 2019. Doctoral Dissertation, Boston College. Accessed May 06, 2021. http://dlib.bc.edu/islandora/object/bc-ir:108402.

MLA Handbook (7th Edition):

Pedersen, Joelle Marie. “The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives.” 2019. Web. 06 May 2021.

Vancouver:

Pedersen JM. The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives. [Internet] [Doctoral dissertation]. Boston College; 2019. [cited 2021 May 06]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108402.

Council of Science Editors:

Pedersen JM. The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives. [Doctoral Dissertation]. Boston College; 2019. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108402


University of Cincinnati

20. Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to… (more)

Subjects/Keywords: Teacher Education; disciplinary literacy; teacher preparation; social studies education; teacher education

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

APA (6th Edition):

Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Chicago Manual of Style (16th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed May 06, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

MLA Handbook (7th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Web. 06 May 2021.

Vancouver:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2021 May 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Council of Science Editors:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622


University of Minnesota

21. Lee, Yongjun. Exploring Reading Motivation and Engagement in Discipline-specific Classes.

Degree: PhD, Education, Curriculum and Instruction, 2020, University of Minnesota

 This three-paper dissertation was conducted to explore how motivation and engagement, in addition to cognitive aspects, should be considered in disciplinary literacy instruction and assessment… (more)

Subjects/Keywords: Collaboration; Disciplinary Literacy; Professional Development; Reading Engagement; Reading Motivation; Strategic Engagement

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

APA (6th Edition):

Lee, Y. (2020). Exploring Reading Motivation and Engagement in Discipline-specific Classes. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/218702

Chicago Manual of Style (16th Edition):

Lee, Yongjun. “Exploring Reading Motivation and Engagement in Discipline-specific Classes.” 2020. Doctoral Dissertation, University of Minnesota. Accessed May 06, 2021. http://hdl.handle.net/11299/218702.

MLA Handbook (7th Edition):

Lee, Yongjun. “Exploring Reading Motivation and Engagement in Discipline-specific Classes.” 2020. Web. 06 May 2021.

Vancouver:

Lee Y. Exploring Reading Motivation and Engagement in Discipline-specific Classes. [Internet] [Doctoral dissertation]. University of Minnesota; 2020. [cited 2021 May 06]. Available from: http://hdl.handle.net/11299/218702.

Council of Science Editors:

Lee Y. Exploring Reading Motivation and Engagement in Discipline-specific Classes. [Doctoral Dissertation]. University of Minnesota; 2020. Available from: http://hdl.handle.net/11299/218702

22. Gregory, Kristen Howell. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.

Degree: PhD, Teaching and Learning, 2018, Old Dominion University

  Many students enter college with inadequate reading, writing, and critical thinking skills to successfully navigate discipline-specific college-level coursework (Duff, 2010; Hyland, 2006; Lea &… (more)

Subjects/Keywords: Community college; Disciplinary literacy; Faculty development; Learning communities; Literacy instruction; Curriculum and Instruction; Higher Education; Language and Literacy Education

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APA (6th Edition):

Gregory, K. H. (2018). A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13

Chicago Manual of Style (16th Edition):

Gregory, Kristen Howell. “A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.” 2018. Doctoral Dissertation, Old Dominion University. Accessed May 06, 2021. 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13.

MLA Handbook (7th Edition):

Gregory, Kristen Howell. “A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.” 2018. Web. 06 May 2021.

Vancouver:

Gregory KH. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2021 May 06]. Available from: 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13.

Council of Science Editors:

Gregory KH. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13


University of Illinois – Chicago

23. Steven Kushner (7977380). Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction.

Degree: 2016, University of Illinois – Chicago

 Despite the growing body of literature emphasizing the unique literacies of history, mathematics, and science, teacher education programs in the U.S. seldom offer a content… (more)

Subjects/Keywords: Uncategorized; disciplinary literacy; preservice teachers; literacy education; content area literacy; mentorship; action research; experts; university faculty; collaborative relationships

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APA (6th Edition):

(7977380), S. K. (2016). Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20868

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):

(7977380), Steven Kushner. “Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction.” 2016. Thesis, University of Illinois – Chicago. Accessed May 06, 2021. http://hdl.handle.net/10027/20868.

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

MLA Handbook (7th Edition):

(7977380), Steven Kushner. “Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction.” 2016. Web. 06 May 2021.

Vancouver:

(7977380) SK. Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 May 06]. Available from: http://hdl.handle.net/10027/20868.

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

Council of Science Editors:

(7977380) SK. Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20868

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


University of Michigan

24. Tang, Kok Sing. Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.

Degree: PhD, Education Studies, 2011, University of Michigan

 Adolescents are constantly exposed to multiple cultural views of the natural world in juxtaposition with the dominant view of science taught in school. This dissertation… (more)

Subjects/Keywords: Science Discourse; Third Space; Multimodality; Disciplinary Literacy; Youth Culture; Hybridization; Education; Social Sciences

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APA (6th Edition):

Tang, K. S. (2011). Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/86486

Chicago Manual of Style (16th Edition):

Tang, Kok Sing. “Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.” 2011. Doctoral Dissertation, University of Michigan. Accessed May 06, 2021. http://hdl.handle.net/2027.42/86486.

MLA Handbook (7th Edition):

Tang, Kok Sing. “Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.” 2011. Web. 06 May 2021.

Vancouver:

Tang KS. Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2021 May 06]. Available from: http://hdl.handle.net/2027.42/86486.

Council of Science Editors:

Tang KS. Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/86486


University of Michigan

25. Maher, Bridget. Ready for What?: A Longitudinal Investigation of Eleven "College-Ready" Students' Disciplinary Literacy Learning Experiences from High School into College.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Resounding calls for reform in K-12 education in the service of “college readiness” have become all but ubiquitous. The K-12 standards-based and literacy reform efforts… (more)

Subjects/Keywords: College readiness; Disciplinary Literacy; Longitudinal study; K-12 education; Higher Education; Education; Social Sciences

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APA (6th Edition):

Maher, B. (2018). Ready for What?: A Longitudinal Investigation of Eleven "College-Ready" Students' Disciplinary Literacy Learning Experiences from High School into College. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/147584

Chicago Manual of Style (16th Edition):

Maher, Bridget. “Ready for What?: A Longitudinal Investigation of Eleven "College-Ready" Students' Disciplinary Literacy Learning Experiences from High School into College.” 2018. Doctoral Dissertation, University of Michigan. Accessed May 06, 2021. http://hdl.handle.net/2027.42/147584.

MLA Handbook (7th Edition):

Maher, Bridget. “Ready for What?: A Longitudinal Investigation of Eleven "College-Ready" Students' Disciplinary Literacy Learning Experiences from High School into College.” 2018. Web. 06 May 2021.

Vancouver:

Maher B. Ready for What?: A Longitudinal Investigation of Eleven "College-Ready" Students' Disciplinary Literacy Learning Experiences from High School into College. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2021 May 06]. Available from: http://hdl.handle.net/2027.42/147584.

Council of Science Editors:

Maher B. Ready for What?: A Longitudinal Investigation of Eleven "College-Ready" Students' Disciplinary Literacy Learning Experiences from High School into College. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/147584


University of South Carolina

26. Shaw, Aaron K. Swept Away Before Learning to Swim: Social Studies Subject Area Literacy for High School Students.

Degree: Doctor of Education in Curriculum and Instruction, Educational Leadership and Policies, 2020, University of South Carolina

  History education provides a valuable asset in the education of youth from the integration of disciplines to the opportunity to stimulate higher order thinking… (more)

Subjects/Keywords: Curriculum and Instruction; Contextualization; Corroboration; Disciplinary Literacy; Social Constructivism; Social Reconstructionism; Sourcing

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APA (6th Edition):

Shaw, A. K. (2020). Swept Away Before Learning to Swim: Social Studies Subject Area Literacy for High School Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5713

Chicago Manual of Style (16th Edition):

Shaw, Aaron K. “Swept Away Before Learning to Swim: Social Studies Subject Area Literacy for High School Students.” 2020. Doctoral Dissertation, University of South Carolina. Accessed May 06, 2021. https://scholarcommons.sc.edu/etd/5713.

MLA Handbook (7th Edition):

Shaw, Aaron K. “Swept Away Before Learning to Swim: Social Studies Subject Area Literacy for High School Students.” 2020. Web. 06 May 2021.

Vancouver:

Shaw AK. Swept Away Before Learning to Swim: Social Studies Subject Area Literacy for High School Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2020. [cited 2021 May 06]. Available from: https://scholarcommons.sc.edu/etd/5713.

Council of Science Editors:

Shaw AK. Swept Away Before Learning to Swim: Social Studies Subject Area Literacy for High School Students. [Doctoral Dissertation]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/5713


Boston University

27. Fox Roye, Oneida. Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards.

Degree: EdD, Education, 2016, Boston University

 Despite firm knowledge of the instructional actions taken by skillful teachers, the evidence of persistently low levels of literacy achievement among urban secondary students underscores… (more)

Subjects/Keywords: Education; Curriculum; Explicit Instruction; Instruction; Background knowledge; Culturally relevant pedagogy; Disciplinary literacy

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APA (6th Edition):

Fox Roye, O. (2016). Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/19508

Chicago Manual of Style (16th Edition):

Fox Roye, Oneida. “Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards.” 2016. Doctoral Dissertation, Boston University. Accessed May 06, 2021. http://hdl.handle.net/2144/19508.

MLA Handbook (7th Edition):

Fox Roye, Oneida. “Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards.” 2016. Web. 06 May 2021.

Vancouver:

Fox Roye O. Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2021 May 06]. Available from: http://hdl.handle.net/2144/19508.

Council of Science Editors:

Fox Roye O. Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19508


University of Minnesota

28. Ortmann, Lisa. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 Recent attention to disciplinary literacy and the STEM education movement have opened doors to new visions of disciplinary learning at the high school level. As… (more)

Subjects/Keywords: Disciplinary literacies; EL Co-teaching; Instructional coaching; Science literacy; Sociocultural literacies; STEM integration

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APA (6th Edition):

Ortmann, L. (2015). Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175287

Chicago Manual of Style (16th Edition):

Ortmann, Lisa. “Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.” 2015. Doctoral Dissertation, University of Minnesota. Accessed May 06, 2021. http://hdl.handle.net/11299/175287.

MLA Handbook (7th Edition):

Ortmann, Lisa. “Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.” 2015. Web. 06 May 2021.

Vancouver:

Ortmann L. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 May 06]. Available from: http://hdl.handle.net/11299/175287.

Council of Science Editors:

Ortmann L. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175287


University of Maryland

29. Walker, Caroline Y. THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE.

Degree: Special Education, 2015, University of Maryland

 This study examined the effects of three Tier 2 summer reading interventions on struggling readers who were about to enter the sixth grade. Students were… (more)

Subjects/Keywords: Reading instruction; Special education; disciplinary literacy; fifth grade; history instruction; reading instruction

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APA (6th Edition):

Walker, C. Y. (2015). THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16479

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):

Walker, Caroline Y. “THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE.” 2015. Thesis, University of Maryland. Accessed May 06, 2021. http://hdl.handle.net/1903/16479.

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

MLA Handbook (7th Edition):

Walker, Caroline Y. “THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE.” 2015. Web. 06 May 2021.

Vancouver:

Walker CY. THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE. [Internet] [Thesis]. University of Maryland; 2015. [cited 2021 May 06]. Available from: http://hdl.handle.net/1903/16479.

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

Council of Science Editors:

Walker CY. THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16479

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


University of Michigan

30. Selling, Joeylynn. Leveraging Current Instructional Practices to Achieve Disciplinary Literacy in a Fifth Grade Science Classroom.

Degree: PhD, Educational Studies, 2020, University of Michigan

 Historically, reforms designed to transform teaching from rote, teacher-centered instruction to progressive student-centered instruction have had varied levels of success. Plentiful research juxtaposes teachers’ enacted… (more)

Subjects/Keywords: science reform; disciplinary literacy; instructional context; rural classroom; elementary science education; Education; Social Sciences

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APA (6th Edition):

Selling, J. (2020). Leveraging Current Instructional Practices to Achieve Disciplinary Literacy in a Fifth Grade Science Classroom. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/163119

Chicago Manual of Style (16th Edition):

Selling, Joeylynn. “Leveraging Current Instructional Practices to Achieve Disciplinary Literacy in a Fifth Grade Science Classroom.” 2020. Doctoral Dissertation, University of Michigan. Accessed May 06, 2021. http://hdl.handle.net/2027.42/163119.

MLA Handbook (7th Edition):

Selling, Joeylynn. “Leveraging Current Instructional Practices to Achieve Disciplinary Literacy in a Fifth Grade Science Classroom.” 2020. Web. 06 May 2021.

Vancouver:

Selling J. Leveraging Current Instructional Practices to Achieve Disciplinary Literacy in a Fifth Grade Science Classroom. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2021 May 06]. Available from: http://hdl.handle.net/2027.42/163119.

Council of Science Editors:

Selling J. Leveraging Current Instructional Practices to Achieve Disciplinary Literacy in a Fifth Grade Science Classroom. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/163119

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