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You searched for subject:(Dual Language). Showing records 1 – 30 of 137 total matches.

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University of Hawaii – Manoa

1. Fukayama, Sharon Keiko. Educating children in two languages : a multiple-case study of dual language instruction in the United States and Japan.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

The current study examines English, Japanese dual language programs and how schools integrate language, culture, and environment in… (more)

Subjects/Keywords: dual-language programs

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APA (6th Edition):

Fukayama, S. K. (2016). Educating children in two languages : a multiple-case study of dual language instruction in the United States and Japan. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100956

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):

Fukayama, Sharon Keiko. “Educating children in two languages : a multiple-case study of dual language instruction in the United States and Japan.” 2016. Thesis, University of Hawaii – Manoa. Accessed September 21, 2019. http://hdl.handle.net/10125/100956.

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

MLA Handbook (7th Edition):

Fukayama, Sharon Keiko. “Educating children in two languages : a multiple-case study of dual language instruction in the United States and Japan.” 2016. Web. 21 Sep 2019.

Vancouver:

Fukayama SK. Educating children in two languages : a multiple-case study of dual language instruction in the United States and Japan. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10125/100956.

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

Council of Science Editors:

Fukayama SK. Educating children in two languages : a multiple-case study of dual language instruction in the United States and Japan. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100956

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


Texas A&M University

2. Cox, Nano Kathleen. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.

Degree: 2009, Texas A&M University

 My study investigated the effects of two 50/50 and two 90/10 two-way dual language programs on the reading achievement of 76 English Language Learners (ELLs)… (more)

Subjects/Keywords: Dual Language; English Language Learners

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APA (6th Edition):

Cox, N. K. (2009). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2706

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):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

MLA Handbook (7th Edition):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Web. 21 Sep 2019.

Vancouver:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

Council of Science Editors:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706

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


Texas A&M University

3. Gamez-Patience, Brenda A. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth.

Degree: 2015, Texas A&M University

 By reviewing existing data of preschool teacher small group shared reading video observations, the present investigator seeks to investigate the relationships between teacher questioning and… (more)

Subjects/Keywords: Teacher Questions; Dual Language Learners

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APA (6th Edition):

Gamez-Patience, B. A. (2015). Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155560

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):

Gamez-Patience, Brenda A. “Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth.” 2015. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/155560.

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

MLA Handbook (7th Edition):

Gamez-Patience, Brenda A. “Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth.” 2015. Web. 21 Sep 2019.

Vancouver:

Gamez-Patience BA. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/155560.

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

Council of Science Editors:

Gamez-Patience BA. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children?s Vocabulary Growth. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155560

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


University of Texas – Austin

4. Dougherty, Caitlin Anna. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.

Degree: MA, Curriculum and Instruction, 2014, University of Texas – Austin

 The present study analyzed the writing of emergent bilingual second grade students enrolled in a two-way dual language bilingual education program. Writing samples were analyzed… (more)

Subjects/Keywords: Bilingual education; Dual language education

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APA (6th Edition):

Dougherty, C. A. (2014). When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25972

Chicago Manual of Style (16th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Masters Thesis, University of Texas – Austin. Accessed September 21, 2019. http://hdl.handle.net/2152/25972.

MLA Handbook (7th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Web. 21 Sep 2019.

Vancouver:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2152/25972.

Council of Science Editors:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25972


Louisiana State University

5. Morton, Benterah Charles. To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms.

Degree: PhD, Education, 2015, Louisiana State University

 Bilingual education has had a resurgence in the United States since the Bilingual Education Act of 1968. Since that time the number of language immersion… (more)

Subjects/Keywords: Dual Language; Language Immersion; multiculturalism; bilingual education

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APA (6th Edition):

Morton, B. C. (2015). To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06252015-162416 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2023

Chicago Manual of Style (16th Edition):

Morton, Benterah Charles. “To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms.” 2015. Doctoral Dissertation, Louisiana State University. Accessed September 21, 2019. etd-06252015-162416 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2023.

MLA Handbook (7th Edition):

Morton, Benterah Charles. “To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms.” 2015. Web. 21 Sep 2019.

Vancouver:

Morton BC. To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2019 Sep 21]. Available from: etd-06252015-162416 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2023.

Council of Science Editors:

Morton BC. To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-06252015-162416 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2023


University of Houston

6. Elizondo, Virginia 1973-. A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 School age children of newly arrived immigrants in the United States are at a disadvantage because of their inability to speak or understand the English… (more)

Subjects/Keywords: One Way Dual Language; Dual Language; English Language Learners; ELL; LEP; Two Way Dual Language; Elizondo; Professional leadership

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APA (6th Edition):

Elizondo, V. 1. (2013). A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/989

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):

Elizondo, Virginia 1973-. “A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making.” 2013. Thesis, University of Houston. Accessed September 21, 2019. http://hdl.handle.net/10657/989.

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

MLA Handbook (7th Edition):

Elizondo, Virginia 1973-. “A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making.” 2013. Web. 21 Sep 2019.

Vancouver:

Elizondo V1. A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10657/989.

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

Council of Science Editors:

Elizondo V1. A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/989

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

7. Mashimo, Mikiko. Pronunciation evaluation based on cross-language voice conversion using dual-language databases : 日英言語間における声質変換を用いた発音評価の検討; ニチエイ ゲンゴカン ニ オケル セイシツ ヘンカン オ モチイタ ハツオン ヒョウカ ノ ケントウ.

Degree: Nara Institute of Science and Technology / 奈良先端科学技術大学院大学

Subjects/Keywords: Dual-language database

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APA (6th Edition):

Mashimo, M. (n.d.). Pronunciation evaluation based on cross-language voice conversion using dual-language databases : 日英言語間における声質変換を用いた発音評価の検討; ニチエイ ゲンゴカン ニ オケル セイシツ ヘンカン オ モチイタ ハツオン ヒョウカ ノ ケントウ. (Thesis). Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Retrieved from http://hdl.handle.net/10061/1291

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

Chicago Manual of Style (16th Edition):

Mashimo, Mikiko. “Pronunciation evaluation based on cross-language voice conversion using dual-language databases : 日英言語間における声質変換を用いた発音評価の検討; ニチエイ ゲンゴカン ニ オケル セイシツ ヘンカン オ モチイタ ハツオン ヒョウカ ノ ケントウ.” Thesis, Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Accessed September 21, 2019. http://hdl.handle.net/10061/1291.

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

MLA Handbook (7th Edition):

Mashimo, Mikiko. “Pronunciation evaluation based on cross-language voice conversion using dual-language databases : 日英言語間における声質変換を用いた発音評価の検討; ニチエイ ゲンゴカン ニ オケル セイシツ ヘンカン オ モチイタ ハツオン ヒョウカ ノ ケントウ.” Web. 21 Sep 2019.

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

Vancouver:

Mashimo M. Pronunciation evaluation based on cross-language voice conversion using dual-language databases : 日英言語間における声質変換を用いた発音評価の検討; ニチエイ ゲンゴカン ニ オケル セイシツ ヘンカン オ モチイタ ハツオン ヒョウカ ノ ケントウ. [Internet] [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10061/1291.

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

Council of Science Editors:

Mashimo M. Pronunciation evaluation based on cross-language voice conversion using dual-language databases : 日英言語間における声質変換を用いた発音評価の検討; ニチエイ ゲンゴカン ニ オケル セイシツ ヘンカン オ モチイタ ハツオン ヒョウカ ノ ケントウ. [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; Available from: http://hdl.handle.net/10061/1291

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


Kansas State University

8. Mejía Vélez, María del Pilar. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.

Degree: EdD, Department of Educational Leadership, 2017, Kansas State University

 Bilingual education has a long history in the United States, although the support for bilingual education through, which students preserve their culture and heritage language,… (more)

Subjects/Keywords: Bilingual; Dual language; Bilingual education; LatCrit

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APA (6th Edition):

Mejía Vélez, M. d. P. (2017). ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38214

Chicago Manual of Style (16th Edition):

Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Doctoral Dissertation, Kansas State University. Accessed September 21, 2019. http://hdl.handle.net/2097/38214.

MLA Handbook (7th Edition):

Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Web. 21 Sep 2019.

Vancouver:

Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2097/38214.

Council of Science Editors:

Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/38214


University of Oregon

9. Spencer-Iiams, Jennifer. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.

Degree: 2013, University of Oregon

 The United States is experiencing an increase in young students developing literacy in English and Spanish. Schools providing dual-language English/Spanish instruction need technically adequate tools… (more)

Subjects/Keywords: Assessment; Dual-language; Fluency; Reading; Spanish

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APA (6th Edition):

Spencer-Iiams, J. (2013). Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13265

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):

Spencer-Iiams, Jennifer. “Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.” 2013. Thesis, University of Oregon. Accessed September 21, 2019. http://hdl.handle.net/1794/13265.

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

MLA Handbook (7th Edition):

Spencer-Iiams, Jennifer. “Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.” 2013. Web. 21 Sep 2019.

Vancouver:

Spencer-Iiams J. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1794/13265.

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

Council of Science Editors:

Spencer-Iiams J. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13265

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


University of New Mexico

10. Gonzales, Gabriel. BILINGUAL EDUCATION AT TWO URBAN HIGH SCHOOLS: A CROSS CASE ANALYSIS.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

 By 2042, racial minority groups will comprise the majority of the population in the United States. This reality will bring with it a diversity of… (more)

Subjects/Keywords: Bilingual Education; High School; Dual Language

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APA (6th Edition):

Gonzales, G. (2016). BILINGUAL EDUCATION AT TWO URBAN HIGH SCHOOLS: A CROSS CASE ANALYSIS. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32296

Chicago Manual of Style (16th Edition):

Gonzales, Gabriel. “BILINGUAL EDUCATION AT TWO URBAN HIGH SCHOOLS: A CROSS CASE ANALYSIS.” 2016. Doctoral Dissertation, University of New Mexico. Accessed September 21, 2019. http://hdl.handle.net/1928/32296.

MLA Handbook (7th Edition):

Gonzales, Gabriel. “BILINGUAL EDUCATION AT TWO URBAN HIGH SCHOOLS: A CROSS CASE ANALYSIS.” 2016. Web. 21 Sep 2019.

Vancouver:

Gonzales G. BILINGUAL EDUCATION AT TWO URBAN HIGH SCHOOLS: A CROSS CASE ANALYSIS. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1928/32296.

Council of Science Editors:

Gonzales G. BILINGUAL EDUCATION AT TWO URBAN HIGH SCHOOLS: A CROSS CASE ANALYSIS. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32296


University of Texas – Austin

11. Henderson, Kathryn Isabel. Dual language bilingual education program implementation : teacher language ideologies and local language policy.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

 In this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban… (more)

Subjects/Keywords: Dual language; Bilingual education; Language policy; Language ideology; Program implementation

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APA (6th Edition):

Henderson, K. I. (2015). Dual language bilingual education program implementation : teacher language ideologies and local language policy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30925

Chicago Manual of Style (16th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 21, 2019. http://hdl.handle.net/2152/30925.

MLA Handbook (7th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Web. 21 Sep 2019.

Vancouver:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2152/30925.

Council of Science Editors:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30925


University of California – Berkeley

12. Collett, Jennifer Marie. Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners.

Degree: Education, 2014, University of California – Berkeley

 Qualitative research methods guide data collection and analysis (Bogdan & Biklen, 2007; Dyson & Genishi, 2005; Heath & Street, 2008; Schram 2006) of this 18… (more)

Subjects/Keywords: Education; Language; Dual language programs; Education; English language learners; Identity; Language learning

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APA (6th Edition):

Collett, J. M. (2014). Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4r04p0w5

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):

Collett, Jennifer Marie. “Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners.” 2014. Thesis, University of California – Berkeley. Accessed September 21, 2019. http://www.escholarship.org/uc/item/4r04p0w5.

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

MLA Handbook (7th Edition):

Collett, Jennifer Marie. “Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners.” 2014. Web. 21 Sep 2019.

Vancouver:

Collett JM. Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2019 Sep 21]. Available from: http://www.escholarship.org/uc/item/4r04p0w5.

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

Council of Science Editors:

Collett JM. Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/4r04p0w5

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

13. Durrance, Melissa. Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  English language learners (ELL) represent the fastest growing population of learners in our schools. A substantial and continuing education achievement gap exists between ELLs… (more)

Subjects/Keywords: Dual Language; English Language Learners; Elementary Dual Language Programs; Bilingual, Multilingual, and Multicultural Education; Education; Educational Leadership

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

APA (6th Edition):

Durrance, M. (2014). Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/92

Chicago Manual of Style (16th Edition):

Durrance, Melissa. “Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed September 21, 2019. http://digitalcommons.nl.edu/diss/92.

MLA Handbook (7th Edition):

Durrance, Melissa. “Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document.” 2014. Web. 21 Sep 2019.

Vancouver:

Durrance M. Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 Sep 21]. Available from: http://digitalcommons.nl.edu/diss/92.

Council of Science Editors:

Durrance M. Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/92


University of Southern California

14. Weintraub, Daniel. Comparing perceptions between dual language teachers and traditional public school teachers.

Degree: EdD, Education, 2012, University of Southern California

 As the number of English language learners in our nation’s classrooms has increased, the interest regarding how to effectively support their needs both academically and… (more)

Subjects/Keywords: dual language; English language learner; traditional public school; perceptions

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

APA (6th Edition):

Weintraub, D. (2012). Comparing perceptions between dual language teachers and traditional public school teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503

Chicago Manual of Style (16th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

MLA Handbook (7th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Web. 21 Sep 2019.

Vancouver:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

Council of Science Editors:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503


University of Houston

15. Lucio, Luis A. An Examination Of Elementary School Outcomes Between The Dual Language Program And The Transitional Bilingual Program.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 Principals today are expected to lead and create a learning environment that is conducive for all learners. Many educational leaders, however, lack the minimum foundational… (more)

Subjects/Keywords: Bilingual; Dual Language; Transitional Bilingual; Second Language Acquistion

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

APA (6th Edition):

Lucio, L. A. (2016). An Examination Of Elementary School Outcomes Between The Dual Language Program And The Transitional Bilingual Program. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1725

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):

Lucio, Luis A. “An Examination Of Elementary School Outcomes Between The Dual Language Program And The Transitional Bilingual Program.” 2016. Thesis, University of Houston. Accessed September 21, 2019. http://hdl.handle.net/10657/1725.

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

MLA Handbook (7th Edition):

Lucio, Luis A. “An Examination Of Elementary School Outcomes Between The Dual Language Program And The Transitional Bilingual Program.” 2016. Web. 21 Sep 2019.

Vancouver:

Lucio LA. An Examination Of Elementary School Outcomes Between The Dual Language Program And The Transitional Bilingual Program. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10657/1725.

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

Council of Science Editors:

Lucio LA. An Examination Of Elementary School Outcomes Between The Dual Language Program And The Transitional Bilingual Program. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1725

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

16. Granados, Nadia Regina. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .

Degree: 2015, University of Arizona

 This research examines the bilingual and biliterate trajectories of graduates of a K-5 dual language immersion program who are now young adults. Their experiences as… (more)

Subjects/Keywords: Biliteracy; Dual Language Education; Language, Reading & Culture; Bilingualism

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APA (6th Edition):

Granados, N. R. (2015). Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/577356

Chicago Manual of Style (16th Edition):

Granados, Nadia Regina. “Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .” 2015. Doctoral Dissertation, University of Arizona. Accessed September 21, 2019. http://hdl.handle.net/10150/577356.

MLA Handbook (7th Edition):

Granados, Nadia Regina. “Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .” 2015. Web. 21 Sep 2019.

Vancouver:

Granados NR. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10150/577356.

Council of Science Editors:

Granados NR. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/577356


Arizona State University

17. Dubasik, Virginia Lee. Spanish and English Development in Three-Year-Old Dual Language Learners.

Degree: PhD, Speech and Hearing Science, 2011, Arizona State University

 Minimal information exists concerning dual language acquisition of three-year-old dual language learners (DLLs) during their first school experience and first systematic exposure to English. This… (more)

Subjects/Keywords: Language, General; English as a Second Language; Early Childhood Education; Bilingual; Dual Language; Preschool; Spanish

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

APA (6th Edition):

Dubasik, V. L. (2011). Spanish and English Development in Three-Year-Old Dual Language Learners. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9305

Chicago Manual of Style (16th Edition):

Dubasik, Virginia Lee. “Spanish and English Development in Three-Year-Old Dual Language Learners.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 21, 2019. http://repository.asu.edu/items/9305.

MLA Handbook (7th Edition):

Dubasik, Virginia Lee. “Spanish and English Development in Three-Year-Old Dual Language Learners.” 2011. Web. 21 Sep 2019.

Vancouver:

Dubasik VL. Spanish and English Development in Three-Year-Old Dual Language Learners. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Sep 21]. Available from: http://repository.asu.edu/items/9305.

Council of Science Editors:

Dubasik VL. Spanish and English Development in Three-Year-Old Dual Language Learners. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9305


University of Arizona

18. Przymus, Steve Daniel. Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users .

Degree: 2016, University of Arizona

 This dissertation is comprised of three teacher-researcher studies carried out with the intention of showing teachers how to move beyond the monolingual paradigm to build… (more)

Subjects/Keywords: Dual-language Instruction; Identity; Language Socialization; Social Semiotics; translanguaging; Second Language Acquisition & Teaching; Code-switching

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

APA (6th Edition):

Przymus, S. D. (2016). Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/605221

Chicago Manual of Style (16th Edition):

Przymus, Steve Daniel. “Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users .” 2016. Doctoral Dissertation, University of Arizona. Accessed September 21, 2019. http://hdl.handle.net/10150/605221.

MLA Handbook (7th Edition):

Przymus, Steve Daniel. “Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users .” 2016. Web. 21 Sep 2019.

Vancouver:

Przymus SD. Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10150/605221.

Council of Science Editors:

Przymus SD. Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/605221


University of California – San Diego

19. Fernandez, Irma. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.

Degree: EducLeadership (JtEdDoc CSUSM), 2016, University of California – San Diego

 ABSTRACT OF THE DISSERTATIONDual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary EducationbyIrma FernándezDoctor of Education in LeadershipUniversity of California, San Diego, 2016California… (more)

Subjects/Keywords: Educational leadership; Education; Approaches Education; Dual Language; Dual Language Teachers; Latino ELLs; Teachers approaches for ELLs; Two Way Immersion

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

APA (6th Edition):

Fernandez, I. (2016). Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/576429jz

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):

Fernandez, Irma. “Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.” 2016. Thesis, University of California – San Diego. Accessed September 21, 2019. http://www.escholarship.org/uc/item/576429jz.

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

MLA Handbook (7th Edition):

Fernandez, Irma. “Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.” 2016. Web. 21 Sep 2019.

Vancouver:

Fernandez I. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2019 Sep 21]. Available from: http://www.escholarship.org/uc/item/576429jz.

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

Council of Science Editors:

Fernandez I. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/576429jz

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


Utah State University

20. Call, Andrea. Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment.

Degree: Educational Specialist (EdS), Psychology, 2017, Utah State University

  Ajzen’s theory of planned behavior (TPB) has been used to help predict and explain human behavior in specific situations. According to the TPB model,… (more)

Subjects/Keywords: Bilingual Education; Dual Language Education; Dual Language Immersion; Theory of Planned Behavior; Utah Model; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Call, A. (2017). Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5276

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):

Call, Andrea. “Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment.” 2017. Thesis, Utah State University. Accessed September 21, 2019. https://digitalcommons.usu.edu/etd/5276.

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

MLA Handbook (7th Edition):

Call, Andrea. “Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment.” 2017. Web. 21 Sep 2019.

Vancouver:

Call A. Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment. [Internet] [Thesis]. Utah State University; 2017. [cited 2019 Sep 21]. Available from: https://digitalcommons.usu.edu/etd/5276.

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

Council of Science Editors:

Call A. Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment. [Thesis]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5276

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


University of California – Berkeley

21. Merritt, Sharon. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.

Degree: Education, 2011, University of California – Berkeley

 As Two-Way Language (TWI or dual language) Immersion programs, located most often in elementary school settings, have continued to increase across the nation over the… (more)

Subjects/Keywords: Foreign language instruction; Pedagogy; Middle school education; Dual language; language ideologies; language policy; metaphor; Two-way immersion; World Language

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APA (6th Edition):

Merritt, S. (2011). Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4272613c

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):

Merritt, Sharon. “Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.” 2011. Thesis, University of California – Berkeley. Accessed September 21, 2019. http://www.escholarship.org/uc/item/4272613c.

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

MLA Handbook (7th Edition):

Merritt, Sharon. “Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.” 2011. Web. 21 Sep 2019.

Vancouver:

Merritt S. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Sep 21]. Available from: http://www.escholarship.org/uc/item/4272613c.

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

Council of Science Editors:

Merritt S. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/4272613c

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


University of Georgia

22. Reece, Linda K. Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners.

Degree: PhD, Social Science Education, 2010, University of Georgia

 Teacher belief development is an area of study encompassing a myriad of disciplines, including education, sociology and psychology and studied from theoretical frameworks ranging from… (more)

Subjects/Keywords: Dual language immersion; Teacher preparation; Action research methodology

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APA (6th Edition):

Reece, L. K. (2010). Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd

Chicago Manual of Style (16th Edition):

Reece, Linda K. “Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners.” 2010. Doctoral Dissertation, University of Georgia. Accessed September 21, 2019. http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd.

MLA Handbook (7th Edition):

Reece, Linda K. “Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners.” 2010. Web. 21 Sep 2019.

Vancouver:

Reece LK. Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Sep 21]. Available from: http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd.

Council of Science Editors:

Reece LK. Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd


Texas A&M University

23. Olds, Christopher Paul. Essays on the Impact of Presidential and Media-Based Usage of Anxiety-Producing Rhetoric on Dynamic Issue Attention.

Degree: 2012, Texas A&M University

 The intention of the project is to determine whether political elites have to discuss an issue using a specific emotional tone before the public and… (more)

Subjects/Keywords: dual systems models; emotion; emotional language; agenda setting; issue attention

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APA (6th Edition):

Olds, C. P. (2012). Essays on the Impact of Presidential and Media-Based Usage of Anxiety-Producing Rhetoric on Dynamic Issue Attention. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10224

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):

Olds, Christopher Paul. “Essays on the Impact of Presidential and Media-Based Usage of Anxiety-Producing Rhetoric on Dynamic Issue Attention.” 2012. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10224.

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

MLA Handbook (7th Edition):

Olds, Christopher Paul. “Essays on the Impact of Presidential and Media-Based Usage of Anxiety-Producing Rhetoric on Dynamic Issue Attention.” 2012. Web. 21 Sep 2019.

Vancouver:

Olds CP. Essays on the Impact of Presidential and Media-Based Usage of Anxiety-Producing Rhetoric on Dynamic Issue Attention. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10224.

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

Council of Science Editors:

Olds CP. Essays on the Impact of Presidential and Media-Based Usage of Anxiety-Producing Rhetoric on Dynamic Issue Attention. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10224

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


University of Florida

24. Alva, Katherine. A Dual Language Teacher Understanding of Academic Language in a 5th Grade Language Arts Classroom.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

Subjects/Keywords: academic; arts; dual; language; teacher

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

APA (6th Edition):

Alva, K. (2016). A Dual Language Teacher Understanding of Academic Language in a 5th Grade Language Arts Classroom. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049467

Chicago Manual of Style (16th Edition):

Alva, Katherine. “A Dual Language Teacher Understanding of Academic Language in a 5th Grade Language Arts Classroom.” 2016. Doctoral Dissertation, University of Florida. Accessed September 21, 2019. http://ufdc.ufl.edu/UFE0049467.

MLA Handbook (7th Edition):

Alva, Katherine. “A Dual Language Teacher Understanding of Academic Language in a 5th Grade Language Arts Classroom.” 2016. Web. 21 Sep 2019.

Vancouver:

Alva K. A Dual Language Teacher Understanding of Academic Language in a 5th Grade Language Arts Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Sep 21]. Available from: http://ufdc.ufl.edu/UFE0049467.

Council of Science Editors:

Alva K. A Dual Language Teacher Understanding of Academic Language in a 5th Grade Language Arts Classroom. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049467

25. Alcantara, Silvia. Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection.

Degree: 2017, California State University – San Marcos

 This project promotes equity amongst all students through the use of Culturally Proficient Teaching practices. This project consists of a Community Helpers thematic unit; the… (more)

Subjects/Keywords: Culturally Relevant Teaching; Culturally Relevant Pedagogy; Dual Language Programs

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APA (6th Edition):

Alcantara, S. (2017). Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194699

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):

Alcantara, Silvia. “Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. ” 2017. Thesis, California State University – San Marcos. Accessed September 21, 2019. http://hdl.handle.net/10211.3/194699.

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

MLA Handbook (7th Edition):

Alcantara, Silvia. “Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. ” 2017. Web. 21 Sep 2019.

Vancouver:

Alcantara S. Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/194699.

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

Council of Science Editors:

Alcantara S. Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194699

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


University of Oklahoma

26. Kelly, Janice. DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT.

Degree: PhD, 2015, University of Oklahoma

 The increase of dual language learners in today’s classrooms have caused serious implications when examining how the country educates children (McWayne, Melzi, Schick, Kennedy, &… (more)

Subjects/Keywords: Early Childhood Education; Dual Language Learners; Teacher Education

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

APA (6th Edition):

Kelly, J. (2015). DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15230

Chicago Manual of Style (16th Edition):

Kelly, Janice. “DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed September 21, 2019. http://hdl.handle.net/11244/15230.

MLA Handbook (7th Edition):

Kelly, Janice. “DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT.” 2015. Web. 21 Sep 2019.

Vancouver:

Kelly J. DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11244/15230.

Council of Science Editors:

Kelly J. DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15230


University of Miami

27. White, Lisa J. The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers.

Degree: MS, Psychology (Arts and Sciences), 2014, University of Miami

 Executive functions (EF) are an important aspect of school readiness that have been shown to predict higher achievement in language, math, and science starting in… (more)

Subjects/Keywords: preschool; executive functioning; bilingualism; dual-language learners; Latinos; school readiness

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

APA (6th Edition):

White, L. J. (2014). The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/523

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):

White, Lisa J. “The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers.” 2014. Thesis, University of Miami. Accessed September 21, 2019. https://scholarlyrepository.miami.edu/oa_theses/523.

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

MLA Handbook (7th Edition):

White, Lisa J. “The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers.” 2014. Web. 21 Sep 2019.

Vancouver:

White LJ. The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers. [Internet] [Thesis]. University of Miami; 2014. [cited 2019 Sep 21]. Available from: https://scholarlyrepository.miami.edu/oa_theses/523.

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

Council of Science Editors:

White LJ. The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_theses/523

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


George Mason University

28. Hutchison, Lindsey A. Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood .

Degree: 2012, George Mason University

 The current study explores relations between executive functioning (EF), degree of bilingualism, and externalizing behavior problems in a sample (N = 79) of 5- to… (more)

Subjects/Keywords: executive function; dual language learner; behavior problems; childhood; bilingualism

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

APA (6th Edition):

Hutchison, L. A. (2012). Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7955

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):

Hutchison, Lindsey A. “Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood .” 2012. Thesis, George Mason University. Accessed September 21, 2019. http://hdl.handle.net/1920/7955.

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

MLA Handbook (7th Edition):

Hutchison, Lindsey A. “Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood .” 2012. Web. 21 Sep 2019.

Vancouver:

Hutchison LA. Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1920/7955.

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

Council of Science Editors:

Hutchison LA. Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7955

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


University of Houston

29. Hernandez, Valerie 1970-. STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 With increasing demands imposed by state standards for students to show proficiency at high levels in reading and writing, instruction for the English language learner… (more)

Subjects/Keywords: dual language; reading achievement; transitional bilingual; Professional leadership

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

APA (6th Edition):

Hernandez, V. 1. (2013). STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1018

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):

Hernandez, Valerie 1970-. “STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY.” 2013. Thesis, University of Houston. Accessed September 21, 2019. http://hdl.handle.net/10657/1018.

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

MLA Handbook (7th Edition):

Hernandez, Valerie 1970-. “STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY.” 2013. Web. 21 Sep 2019.

Vancouver:

Hernandez V1. STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10657/1018.

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

Council of Science Editors:

Hernandez V1. STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1018

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


Utah State University

30. Kohlmeier, Theresa L. Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners.

Degree: PhD, Education, 2018, Utah State University

  This dissertation examined a combined approach to teach novel vocabulary in English and Spanish for dual language learners prior to an English storybook read-… (more)

Subjects/Keywords: Instructional; Vocabulary; Dual; Language; Learners; Teacher Education and Professional Development

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

APA (6th Edition):

Kohlmeier, T. L. (2018). Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7196

Chicago Manual of Style (16th Edition):

Kohlmeier, Theresa L. “Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners.” 2018. Doctoral Dissertation, Utah State University. Accessed September 21, 2019. https://digitalcommons.usu.edu/etd/7196.

MLA Handbook (7th Edition):

Kohlmeier, Theresa L. “Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners.” 2018. Web. 21 Sep 2019.

Vancouver:

Kohlmeier TL. Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Sep 21]. Available from: https://digitalcommons.usu.edu/etd/7196.

Council of Science Editors:

Kohlmeier TL. Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7196

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