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You searched for subject:(ELL). Showing records 1 – 30 of 212 total matches.

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Texas A&M University

1. Lozano, Augustina. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.

Degree: 2015, Texas A&M University

 The purpose of this qualitative study is to challenge the general beliefs and labels often associated with Latina/o immigrant students, especially unauthorized students, to give… (more)

Subjects/Keywords: immigrant; ELL

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APA (6th Edition):

Lozano, A. (2015). The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155029

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):

Lozano, Augustina. “The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.” 2015. Thesis, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/155029.

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

MLA Handbook (7th Edition):

Lozano, Augustina. “The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.” 2015. Web. 24 Aug 2019.

Vancouver:

Lozano A. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/155029.

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

Council of Science Editors:

Lozano A. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155029

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

2. Kao, Satoko Takeda. Social And Emotional Learning In The ELL Classroom: A Case Study.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

  ABSTRACT The goal of social-emotional learning (SEL) is to create a safe environment for students to learn in and improve peer relationships, decrease conduct… (more)

Subjects/Keywords: ELL; Refugee ELL students; Social-Emotional Learning

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APA (6th Edition):

Kao, S. T. (2017). Social And Emotional Learning In The ELL Classroom: A Case Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2248

Chicago Manual of Style (16th Edition):

Kao, Satoko Takeda. “Social And Emotional Learning In The ELL Classroom: A Case Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed August 24, 2019. https://commons.und.edu/theses/2248.

MLA Handbook (7th Edition):

Kao, Satoko Takeda. “Social And Emotional Learning In The ELL Classroom: A Case Study.” 2017. Web. 24 Aug 2019.

Vancouver:

Kao ST. Social And Emotional Learning In The ELL Classroom: A Case Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Aug 24]. Available from: https://commons.und.edu/theses/2248.

Council of Science Editors:

Kao ST. Social And Emotional Learning In The ELL Classroom: A Case Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2248


Virginia Tech

3. Catina, Kathryn L. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study… (more)

Subjects/Keywords: ESOL; ELL; SIOP

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APA (6th Edition):

Catina, K. L. (2010). Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26600

Chicago Manual of Style (16th Edition):

Catina, Kathryn L. “Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 24, 2019. http://hdl.handle.net/10919/26600.

MLA Handbook (7th Edition):

Catina, Kathryn L. “Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.” 2010. Web. 24 Aug 2019.

Vancouver:

Catina KL. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10919/26600.

Council of Science Editors:

Catina KL. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26600


University of Houston

4. Beyer, Haley. ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 To compete in global markets American children need the opportunity to develop critical educational skills that will be necessary to enter an ever-changing workforce. Many… (more)

Subjects/Keywords: ELL; Early Literacy

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APA (6th Edition):

Beyer, H. (2014). ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1436

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):

Beyer, Haley. “ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES.” 2014. Thesis, University of Houston. Accessed August 24, 2019. http://hdl.handle.net/10657/1436.

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

MLA Handbook (7th Edition):

Beyer, Haley. “ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES.” 2014. Web. 24 Aug 2019.

Vancouver:

Beyer H. ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10657/1436.

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

Council of Science Editors:

Beyer H. ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1436

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

5. Magnus, Joellen Anna. ELL Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods.

Degree: MA, Linguistics, 2013, University of North Dakota

  Vocabulary acquisition is a crucial part of language learning. This study seeks to determine what textual and student factors affect vocabulary acquisition rates from… (more)

Subjects/Keywords: assessment; ELL; vocabulary

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

APA (6th Edition):

Magnus, J. A. (2013). ELL Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1450

Chicago Manual of Style (16th Edition):

Magnus, Joellen Anna. “ELL Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods.” 2013. Masters Thesis, University of North Dakota. Accessed August 24, 2019. https://commons.und.edu/theses/1450.

MLA Handbook (7th Edition):

Magnus, Joellen Anna. “ELL Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods.” 2013. Web. 24 Aug 2019.

Vancouver:

Magnus JA. ELL Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2019 Aug 24]. Available from: https://commons.und.edu/theses/1450.

Council of Science Editors:

Magnus JA. ELL Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1450


Texas A&M University

6. Plett, Bethany Joy. Inclusion of English language learners in conversion small schools.

Degree: 2009, Texas A&M University

 Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been… (more)

Subjects/Keywords: ELL; Inclusion; Small Schools

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APA (6th Edition):

Plett, B. J. (2009). Inclusion of English language learners in conversion small schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2942

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):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Thesis, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

MLA Handbook (7th Edition):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Web. 24 Aug 2019.

Vancouver:

Plett BJ. Inclusion of English language learners in conversion small schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

Council of Science Editors:

Plett BJ. Inclusion of English language learners in conversion small schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942

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


University of Houston

7. -2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

 Background: Due to numerous factors, the number of English Language Learners (ELLs) enrolling in public schools in the United States rapidly increased since 2014. For… (more)

Subjects/Keywords: ELL motivation; English Language Learners

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

APA (6th Edition):

-2995-5500. (2018). Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3380

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

Chicago Manual of Style (16th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Thesis, University of Houston. Accessed August 24, 2019. http://hdl.handle.net/10657/3380.

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

MLA Handbook (7th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Web. 24 Aug 2019.

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

Vancouver:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10657/3380.

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

Council of Science Editors:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3380

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


California State University – Chico

8. Cruthird, La Tonya. Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study .

Degree: 2011, California State University – Chico

 ABSTRACT USING CLASS-SIZE REDUCTION AS A TOOL TO CLOSE THE ACHIEVEMENT GAP FOR ELL STUDENTS FROM A LOW SOCIO-ECONOMIC BACKGROUND: A ONE SCHOOL CASE STUDY… (more)

Subjects/Keywords: ELL Students; Achievement Gap

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APA (6th Edition):

Cruthird, L. T. (2011). Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/289

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):

Cruthird, La Tonya. “Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study .” 2011. Thesis, California State University – Chico. Accessed August 24, 2019. http://hdl.handle.net/10211.4/289.

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

MLA Handbook (7th Edition):

Cruthird, La Tonya. “Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study .” 2011. Web. 24 Aug 2019.

Vancouver:

Cruthird LT. Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10211.4/289.

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

Council of Science Editors:

Cruthird LT. Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/289

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


Oklahoma State University

9. Eldoumi, Areege Fawzi. Practical Approach to Teaching Grammar in Context to English Language Learners.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 The aim of this study was to examine the effectiveness of the contextualized or functional grammar instruction in improving the writing performance of adult English… (more)

Subjects/Keywords: efl; ell; grammar; writing

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APA (6th Edition):

Eldoumi, A. F. (2012). Practical Approach to Teaching Grammar in Context to English Language Learners. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9741

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):

Eldoumi, Areege Fawzi. “Practical Approach to Teaching Grammar in Context to English Language Learners.” 2012. Thesis, Oklahoma State University. Accessed August 24, 2019. http://hdl.handle.net/11244/9741.

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

MLA Handbook (7th Edition):

Eldoumi, Areege Fawzi. “Practical Approach to Teaching Grammar in Context to English Language Learners.” 2012. Web. 24 Aug 2019.

Vancouver:

Eldoumi AF. Practical Approach to Teaching Grammar in Context to English Language Learners. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/11244/9741.

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

Council of Science Editors:

Eldoumi AF. Practical Approach to Teaching Grammar in Context to English Language Learners. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9741

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

10. Erickson, Katie Erin. Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

  This qualitative phenomenological study was developed to fill the gap in current research on what extent five teacher educators, from three Midwest and one… (more)

Subjects/Keywords: Collaboration; ELL; Implications; Teacher Education

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APA (6th Edition):

Erickson, K. E. (2017). Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2109

Chicago Manual of Style (16th Edition):

Erickson, Katie Erin. “Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice.” 2017. Doctoral Dissertation, University of North Dakota. Accessed August 24, 2019. https://commons.und.edu/theses/2109.

MLA Handbook (7th Edition):

Erickson, Katie Erin. “Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice.” 2017. Web. 24 Aug 2019.

Vancouver:

Erickson KE. Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Aug 24]. Available from: https://commons.und.edu/theses/2109.

Council of Science Editors:

Erickson KE. Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2109

11. Lindquist, Amy. The Novice ESL Teacher and Culture in the Classroom: Understandings and Adaptations.

Degree: MA, English, 2016, St. Cloud State University

  When working with English language learners from diverse backgrounds, knowledge about the cultural backgrounds of the students can promote more effective teaching and interactions.… (more)

Subjects/Keywords: culture; ESL; ELL; interviews; teachers

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

APA (6th Edition):

Lindquist, A. (2016). The Novice ESL Teacher and Culture in the Classroom: Understandings and Adaptations. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/51

Chicago Manual of Style (16th Edition):

Lindquist, Amy. “The Novice ESL Teacher and Culture in the Classroom: Understandings and Adaptations.” 2016. Masters Thesis, St. Cloud State University. Accessed August 24, 2019. https://repository.stcloudstate.edu/engl_etds/51.

MLA Handbook (7th Edition):

Lindquist, Amy. “The Novice ESL Teacher and Culture in the Classroom: Understandings and Adaptations.” 2016. Web. 24 Aug 2019.

Vancouver:

Lindquist A. The Novice ESL Teacher and Culture in the Classroom: Understandings and Adaptations. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2019 Aug 24]. Available from: https://repository.stcloudstate.edu/engl_etds/51.

Council of Science Editors:

Lindquist A. The Novice ESL Teacher and Culture in the Classroom: Understandings and Adaptations. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/engl_etds/51


University of Florida

12. Zhang, Wenhao. Academic English Use in Peer Collaboration A Qualitative Study in a Second-Grade Dual Language Program.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 Widely defined as decontextualized and linguistically and cognitively demanding, academic English (AE) plays an important role in content area and is perceived challenging for English… (more)

Subjects/Keywords: academic  – collaboration  – ell  – english  – peer

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

APA (6th Edition):

Zhang, W. (2017). Academic English Use in Peer Collaboration A Qualitative Study in a Second-Grade Dual Language Program. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051132

Chicago Manual of Style (16th Edition):

Zhang, Wenhao. “Academic English Use in Peer Collaboration A Qualitative Study in a Second-Grade Dual Language Program.” 2017. Masters Thesis, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0051132.

MLA Handbook (7th Edition):

Zhang, Wenhao. “Academic English Use in Peer Collaboration A Qualitative Study in a Second-Grade Dual Language Program.” 2017. Web. 24 Aug 2019.

Vancouver:

Zhang W. Academic English Use in Peer Collaboration A Qualitative Study in a Second-Grade Dual Language Program. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0051132.

Council of Science Editors:

Zhang W. Academic English Use in Peer Collaboration A Qualitative Study in a Second-Grade Dual Language Program. [Masters Thesis]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051132


Texas A&M University

13. Lynch, Julia Clare. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.

Degree: 2017, Texas A&M University

 In this study, I examined the effectiveness of the literacy curriculum known as STELLA (Storytelling and Retelling and Higher Order Thinking for English Language and… (more)

Subjects/Keywords: ELL newcomers; bilingual education; English language learners

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

APA (6th Edition):

Lynch, J. C. (2017). Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161567

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):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Thesis, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/161567.

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

MLA Handbook (7th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 24 Aug 2019.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/161567.

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

Council of Science Editors:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161567

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


Texas A&M University

14. Yang, Pei-Lin. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.

Degree: 2015, Texas A&M University

 Due to the increasing population of English language learners in the United States and the academic gap between their English-speaking counterparts, the purpose of this… (more)

Subjects/Keywords: ELL; oral language development; story reading

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

APA (6th Edition):

Yang, P. (2015). The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155127

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):

Yang, Pei-Lin. “The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.” 2015. Thesis, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/155127.

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

MLA Handbook (7th Edition):

Yang, Pei-Lin. “The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.” 2015. Web. 24 Aug 2019.

Vancouver:

Yang P. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/155127.

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

Council of Science Editors:

Yang P. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155127

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


University of California – Riverside

15. Marciante, Mia Francesca. The Joint Effects of Academic and Behavioral Interventions on Behavioral Outcomes.

Degree: Education, 2013, University of California – Riverside

 Latino English Language Learners (ELLs) are at high risk for academic and social-behavioral problems. Prevention research suggests that a combination of behavioral and academic interventions… (more)

Subjects/Keywords: Education; academic; behavior; ELL; intervention; prevention

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

APA (6th Edition):

Marciante, M. F. (2013). The Joint Effects of Academic and Behavioral Interventions on Behavioral Outcomes. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/2v21n0pk

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):

Marciante, Mia Francesca. “The Joint Effects of Academic and Behavioral Interventions on Behavioral Outcomes.” 2013. Thesis, University of California – Riverside. Accessed August 24, 2019. http://www.escholarship.org/uc/item/2v21n0pk.

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

MLA Handbook (7th Edition):

Marciante, Mia Francesca. “The Joint Effects of Academic and Behavioral Interventions on Behavioral Outcomes.” 2013. Web. 24 Aug 2019.

Vancouver:

Marciante MF. The Joint Effects of Academic and Behavioral Interventions on Behavioral Outcomes. [Internet] [Thesis]. University of California – Riverside; 2013. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/2v21n0pk.

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

Council of Science Editors:

Marciante MF. The Joint Effects of Academic and Behavioral Interventions on Behavioral Outcomes. [Thesis]. University of California – Riverside; 2013. Available from: http://www.escholarship.org/uc/item/2v21n0pk

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


Virginia Tech

16. McCloud, Jennifer Sink. Storied Lives: Exploring English Language Learners' School Experiences.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 Using a qualitative bricolage approach (Kincheloe, n.d., 2008), this study explores the everyday school life of immigrant students enrolled in an Advanced English as a… (more)

Subjects/Keywords: ESL; ELL; immigrant students in schools; reflexivity

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APA (6th Edition):

McCloud, J. S. (2013). Storied Lives: Exploring English Language Learners' School Experiences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50970

Chicago Manual of Style (16th Edition):

McCloud, Jennifer Sink. “Storied Lives: Exploring English Language Learners' School Experiences.” 2013. Doctoral Dissertation, Virginia Tech. Accessed August 24, 2019. http://hdl.handle.net/10919/50970.

MLA Handbook (7th Edition):

McCloud, Jennifer Sink. “Storied Lives: Exploring English Language Learners' School Experiences.” 2013. Web. 24 Aug 2019.

Vancouver:

McCloud JS. Storied Lives: Exploring English Language Learners' School Experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10919/50970.

Council of Science Editors:

McCloud JS. Storied Lives: Exploring English Language Learners' School Experiences. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50970


SUNY College at Brockport

17. Koch, Zachary T. Writing Behaviors of a 5th Grade Bilingual Student.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  Significant shifts in demographics across the United States continue to impact educational demands and decisions. This article is an initial investigation of the behaviors… (more)

Subjects/Keywords: writing; ELL; ESL; bilingual; discourse; elementary; Education

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APA (6th Edition):

Koch, Z. T. (2014). Writing Behaviors of a 5th Grade Bilingual Student. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_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):

Koch, Zachary T. “Writing Behaviors of a 5th Grade Bilingual Student.” 2014. Thesis, SUNY College at Brockport. Accessed August 24, 2019. https://digitalcommons.brockport.edu/ehd_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):

Koch, Zachary T. “Writing Behaviors of a 5th Grade Bilingual Student.” 2014. Web. 24 Aug 2019.

Vancouver:

Koch ZT. Writing Behaviors of a 5th Grade Bilingual Student. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Aug 24]. Available from: https://digitalcommons.brockport.edu/ehd_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:

Koch ZT. Writing Behaviors of a 5th Grade Bilingual Student. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/523

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


George Mason University

18. Cruz, Maria B. Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners .

Degree: 2012, George Mason University

 English language learners studying biology face a dual challenge of mastering both content and language. Teaching ELLs how to engage in scientific discourse using appropriate… (more)

Subjects/Keywords: Vocabulary; Adolescent; Biology; Mobile Learning; ELL; iPod

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

APA (6th Edition):

Cruz, M. B. (2012). Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7839

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):

Cruz, Maria B. “Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners .” 2012. Thesis, George Mason University. Accessed August 24, 2019. http://hdl.handle.net/1920/7839.

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

MLA Handbook (7th Edition):

Cruz, Maria B. “Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners .” 2012. Web. 24 Aug 2019.

Vancouver:

Cruz MB. Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1920/7839.

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

Council of Science Editors:

Cruz MB. Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7839

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


University of Texas – Austin

19. Ren, Han. Academic achievement outcomes of former English-language-learners in Texas.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment.… (more)

Subjects/Keywords: ELL; NCLB; High-stakes testing; NCLB; TAKS

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APA (6th Edition):

Ren, H. (2011). Academic achievement outcomes of former English-language-learners in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2691

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):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Thesis, University of Texas – Austin. Accessed August 24, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

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

MLA Handbook (7th Edition):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Web. 24 Aug 2019.

Vancouver:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

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

Council of Science Editors:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691

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


University of Arizona

20. Morisoli, Kelly. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .

Degree: 2010, University of Arizona

 This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs)… (more)

Subjects/Keywords: Disability; ELL; Reading Fluency; Repeated Reading

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

APA (6th Edition):

Morisoli, K. (2010). Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145364

Chicago Manual of Style (16th Edition):

Morisoli, Kelly. “Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .” 2010. Doctoral Dissertation, University of Arizona. Accessed August 24, 2019. http://hdl.handle.net/10150/145364.

MLA Handbook (7th Edition):

Morisoli, Kelly. “Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .” 2010. Web. 24 Aug 2019.

Vancouver:

Morisoli K. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10150/145364.

Council of Science Editors:

Morisoli K. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/145364

21. Fitzgerald, J. Corey. Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms.

Degree: MA, English, 2014, St. Cloud State University

  Most first-year college students today are “digital natives.” They have lived with computers and other digital technologies all of their lives, and they have… (more)

Subjects/Keywords: English; writing; education; ESL; ELL; L2

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APA (6th Edition):

Fitzgerald, J. C. (2014). Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/7

Chicago Manual of Style (16th Edition):

Fitzgerald, J Corey. “Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms.” 2014. Masters Thesis, St. Cloud State University. Accessed August 24, 2019. https://repository.stcloudstate.edu/engl_etds/7.

MLA Handbook (7th Edition):

Fitzgerald, J Corey. “Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms.” 2014. Web. 24 Aug 2019.

Vancouver:

Fitzgerald JC. Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms. [Internet] [Masters thesis]. St. Cloud State University; 2014. [cited 2019 Aug 24]. Available from: https://repository.stcloudstate.edu/engl_etds/7.

Council of Science Editors:

Fitzgerald JC. Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms. [Masters Thesis]. St. Cloud State University; 2014. Available from: https://repository.stcloudstate.edu/engl_etds/7

22. Yang, Douchi. Hmong Bilingual Paraprofessionals in the Mainstream Classroom.

Degree: MA, English, 2016, St. Cloud State University

  The study focused on the perceptions of Hmong bilingual paraprofessionals regarding their roles and responsibilities in mainstream classrooms. 10 participants from three school districts… (more)

Subjects/Keywords: Hmong; bilingual paraprofessional; EL; ELL; mainstream

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APA (6th Edition):

Yang, D. (2016). Hmong Bilingual Paraprofessionals in the Mainstream Classroom. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/61

Chicago Manual of Style (16th Edition):

Yang, Douchi. “Hmong Bilingual Paraprofessionals in the Mainstream Classroom.” 2016. Masters Thesis, St. Cloud State University. Accessed August 24, 2019. https://repository.stcloudstate.edu/engl_etds/61.

MLA Handbook (7th Edition):

Yang, Douchi. “Hmong Bilingual Paraprofessionals in the Mainstream Classroom.” 2016. Web. 24 Aug 2019.

Vancouver:

Yang D. Hmong Bilingual Paraprofessionals in the Mainstream Classroom. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2019 Aug 24]. Available from: https://repository.stcloudstate.edu/engl_etds/61.

Council of Science Editors:

Yang D. Hmong Bilingual Paraprofessionals in the Mainstream Classroom. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/engl_etds/61

23. Christianson, Rosa I. Concern and Difficulties in a Rural District with a Low ELL Population.

Degree: MA, English, 2016, St. Cloud State University

  The objective of this thesis is to investigate the effectiveness of the ESL service provided to ELLs in a particular rural school with a… (more)

Subjects/Keywords: Concern Difficulties Rural District ELL Teaching

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APA (6th Edition):

Christianson, R. I. (2016). Concern and Difficulties in a Rural District with a Low ELL Population. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/69

Chicago Manual of Style (16th Edition):

Christianson, Rosa I. “Concern and Difficulties in a Rural District with a Low ELL Population.” 2016. Masters Thesis, St. Cloud State University. Accessed August 24, 2019. https://repository.stcloudstate.edu/engl_etds/69.

MLA Handbook (7th Edition):

Christianson, Rosa I. “Concern and Difficulties in a Rural District with a Low ELL Population.” 2016. Web. 24 Aug 2019.

Vancouver:

Christianson RI. Concern and Difficulties in a Rural District with a Low ELL Population. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2019 Aug 24]. Available from: https://repository.stcloudstate.edu/engl_etds/69.

Council of Science Editors:

Christianson RI. Concern and Difficulties in a Rural District with a Low ELL Population. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/engl_etds/69

24. Badger, Alexandra. Content Teachers' Perceptions of Effective Language Teaching Strategies.

Degree: MA, English, 2017, St. Cloud State University

  This study investigated the perceptions of content teachers about language teaching and serving EL students. Using survey instruments and semi-structured interviews, content teachers were… (more)

Subjects/Keywords: ELL; perceptions; content teachers; beliefs; English; strategies

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APA (6th Edition):

Badger, A. (2017). Content Teachers' Perceptions of Effective Language Teaching Strategies. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/104

Chicago Manual of Style (16th Edition):

Badger, Alexandra. “Content Teachers' Perceptions of Effective Language Teaching Strategies.” 2017. Masters Thesis, St. Cloud State University. Accessed August 24, 2019. https://repository.stcloudstate.edu/engl_etds/104.

MLA Handbook (7th Edition):

Badger, Alexandra. “Content Teachers' Perceptions of Effective Language Teaching Strategies.” 2017. Web. 24 Aug 2019.

Vancouver:

Badger A. Content Teachers' Perceptions of Effective Language Teaching Strategies. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Aug 24]. Available from: https://repository.stcloudstate.edu/engl_etds/104.

Council of Science Editors:

Badger A. Content Teachers' Perceptions of Effective Language Teaching Strategies. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/104

25. de Brito, Juary. The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes.

Degree: MAin Teaching, English, 2015, Bridgewater State University

  The main goal of this investigation is to examine the effects of listening comprehension on English Language Learners` (ELLs) writing performance while taking notes.… (more)

Subjects/Keywords: Education; Listening; writing; note-taking; ELL

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APA (6th Edition):

de Brito, J. (2015). The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes. (Thesis). Bridgewater State University. Retrieved from https://vc.bridgew.edu/theses/23

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):

de Brito, Juary. “The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes.” 2015. Thesis, Bridgewater State University. Accessed August 24, 2019. https://vc.bridgew.edu/theses/23.

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

MLA Handbook (7th Edition):

de Brito, Juary. “The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes.” 2015. Web. 24 Aug 2019.

Vancouver:

de Brito J. The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes. [Internet] [Thesis]. Bridgewater State University; 2015. [cited 2019 Aug 24]. Available from: https://vc.bridgew.edu/theses/23.

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

Council of Science Editors:

de Brito J. The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes. [Thesis]. Bridgewater State University; 2015. Available from: https://vc.bridgew.edu/theses/23

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


University of Southern California

26. Curtis, Tiffani B. Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Superintendents of large urban school districts face the arduous task of answering to rigorous state accountability systems while meeting a plethora of demands from No… (more)

Subjects/Keywords: education; ELL; superintendent; leadership; urban education

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APA (6th Edition):

Curtis, T. B. (2014). Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377483/rec/3761

Chicago Manual of Style (16th Edition):

Curtis, Tiffani B. “Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377483/rec/3761.

MLA Handbook (7th Edition):

Curtis, Tiffani B. “Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.” 2014. Web. 24 Aug 2019.

Vancouver:

Curtis TB. Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377483/rec/3761.

Council of Science Editors:

Curtis TB. Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377483/rec/3761


University of Arizona

27. Arizmendi, Genesis D. The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children .

Degree: 2019, University of Arizona

 Clinicians, educators, and researchers alike continue to struggle without adequate and functional tools to measure language proficiency in bilingual populations. Language proficiency refers to the… (more)

Subjects/Keywords: Assessment; bilingual; ELL; English; Language proficiency; Spanish

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APA (6th Edition):

Arizmendi, G. D. (2019). The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633092

Chicago Manual of Style (16th Edition):

Arizmendi, Genesis D. “The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children .” 2019. Doctoral Dissertation, University of Arizona. Accessed August 24, 2019. http://hdl.handle.net/10150/633092.

MLA Handbook (7th Edition):

Arizmendi, Genesis D. “The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children .” 2019. Web. 24 Aug 2019.

Vancouver:

Arizmendi GD. The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10150/633092.

Council of Science Editors:

Arizmendi GD. The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633092

28. Arruda, Flávio Roberto. Determinação de benzidina nos rios que recebem a carga de efluentes das industrias têxteis da cidade de São Carlos.

Degree: Mestrado, Química Analítica, 2008, University of São Paulo

Estima-se que cerca de 12% dos corantes sintéticos têxteis se perdem entre os processos de produção e utilização, sendo dificil a avaliação do impacto gerado… (more)

Subjects/Keywords: bencidina; benzidina; CG-EM; CG-EM; EFS; EFS; ELL; ELL; salting-out; salting-out

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

APA (6th Edition):

Arruda, F. R. (2008). Determinação de benzidina nos rios que recebem a carga de efluentes das industrias têxteis da cidade de São Carlos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/75/75132/tde-10122008-171038/ ;

Chicago Manual of Style (16th Edition):

Arruda, Flávio Roberto. “Determinação de benzidina nos rios que recebem a carga de efluentes das industrias têxteis da cidade de São Carlos.” 2008. Masters Thesis, University of São Paulo. Accessed August 24, 2019. http://www.teses.usp.br/teses/disponiveis/75/75132/tde-10122008-171038/ ;.

MLA Handbook (7th Edition):

Arruda, Flávio Roberto. “Determinação de benzidina nos rios que recebem a carga de efluentes das industrias têxteis da cidade de São Carlos.” 2008. Web. 24 Aug 2019.

Vancouver:

Arruda FR. Determinação de benzidina nos rios que recebem a carga de efluentes das industrias têxteis da cidade de São Carlos. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2019 Aug 24]. Available from: http://www.teses.usp.br/teses/disponiveis/75/75132/tde-10122008-171038/ ;.

Council of Science Editors:

Arruda FR. Determinação de benzidina nos rios que recebem a carga de efluentes das industrias têxteis da cidade de São Carlos. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/75/75132/tde-10122008-171038/ ;


University of Washington

29. Torres, Kathryn Elizabeth. Ready, Fire, Aim: Instructional Leaders’ Evidence Use and Assessment within a Latino and Emergent Bilingual-serving School.

Degree: PhD, 2015, University of Washington

 Accountability systems and instructional reform efforts have relied on various forms of data to improve student outcomes. Yet, it is unclear exactly how data is… (more)

Subjects/Keywords: Accountability; Data Use; ELL; ELL Policy; Latino; Leadership; Educational administration; Education policy; Educational tests & measurements; education - seattle

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APA (6th Edition):

Torres, K. E. (2015). Ready, Fire, Aim: Instructional Leaders’ Evidence Use and Assessment within a Latino and Emergent Bilingual-serving School. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33768

Chicago Manual of Style (16th Edition):

Torres, Kathryn Elizabeth. “Ready, Fire, Aim: Instructional Leaders’ Evidence Use and Assessment within a Latino and Emergent Bilingual-serving School.” 2015. Doctoral Dissertation, University of Washington. Accessed August 24, 2019. http://hdl.handle.net/1773/33768.

MLA Handbook (7th Edition):

Torres, Kathryn Elizabeth. “Ready, Fire, Aim: Instructional Leaders’ Evidence Use and Assessment within a Latino and Emergent Bilingual-serving School.” 2015. Web. 24 Aug 2019.

Vancouver:

Torres KE. Ready, Fire, Aim: Instructional Leaders’ Evidence Use and Assessment within a Latino and Emergent Bilingual-serving School. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1773/33768.

Council of Science Editors:

Torres KE. Ready, Fire, Aim: Instructional Leaders’ Evidence Use and Assessment within a Latino and Emergent Bilingual-serving School. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33768


Texas A&M University

30. Lumbreras, Ricardo. Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.

Degree: EdD, Curriculum and Instruction, 2016, Texas A&M University

 Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and… (more)

Subjects/Keywords: ELL; discourse; Latino; identities; illustrative statements; culture; heritage; family; school

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

APA (6th Edition):

Lumbreras, R. (2016). Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156921

Chicago Manual of Style (16th Edition):

Lumbreras, Ricardo. “Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.” 2016. Doctoral Dissertation, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/156921.

MLA Handbook (7th Edition):

Lumbreras, Ricardo. “Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning.” 2016. Web. 24 Aug 2019.

Vancouver:

Lumbreras R. Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/156921.

Council of Science Editors:

Lumbreras R. Investigating Educational Experiences of ELL Educators: Searching for Instructional Insights To Promote ELL Students' Learning. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156921

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