Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(ELLs). Showing records 1 – 30 of 79 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Texas A&M University

1. Snow, Marianne. English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.

Degree: 2013, Texas A&M University

 While many researchers have explored the benefits of literacy-enriched play for monolingual English-speaking children, few have investigated English language learners? (ELL) responses to this type… (more)

Subjects/Keywords: ELLs; emergent writing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Snow, M. (2013). English Language Learners' Writing Behaviors During Literacy-Enriched Block Play. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149447

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):

Snow, Marianne. “English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.” 2013. Thesis, Texas A&M University. Accessed September 15, 2019. http://hdl.handle.net/1969.1/149447.

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

MLA Handbook (7th Edition):

Snow, Marianne. “English Language Learners' Writing Behaviors During Literacy-Enriched Block Play.” 2013. Web. 15 Sep 2019.

Vancouver:

Snow M. English Language Learners' Writing Behaviors During Literacy-Enriched Block Play. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1969.1/149447.

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

Council of Science Editors:

Snow M. English Language Learners' Writing Behaviors During Literacy-Enriched Block Play. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149447

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


Texas A&M University

2. Walichowski, Miranda Fernande. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.

Degree: 2011, Texas A&M University

 The data used in this study were secondary, kindergarten data from a longitudinal, five-year, federal experimental research project: English and Literacy Acquisition (ELLA) (R305P030032). The… (more)

Subjects/Keywords: ells; oral proficiency; vocabulary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walichowski, M. F. (2011). An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639

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):

Walichowski, Miranda Fernande. “An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.” 2011. Thesis, Texas A&M University. Accessed September 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.

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

MLA Handbook (7th Edition):

Walichowski, Miranda Fernande. “An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.” 2011. Web. 15 Sep 2019.

Vancouver:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.

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

Council of Science Editors:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639

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


University of Southern California

3. Payton, Chandra Wati. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.

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

 Despite NCLB, the common public opinion is that the achievement gap has widened, especially for English Language Learners (ELLS). As such, it is important to… (more)

Subjects/Keywords: NCLB; ELLs; achievement gap; ELA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Payton, C. W. (2014). A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233

Chicago Manual of Style (16th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

MLA Handbook (7th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Web. 15 Sep 2019.

Vancouver:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

Council of Science Editors:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233


Texas A&M University

4. Palacios, Yadira Taboada. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.

Degree: 2015, Texas A&M University

 This is a quantitative study derived from a five-year longitudinal federal experimental research project targeting Spanish- speaking English language learners (ELLs) receiving language services across… (more)

Subjects/Keywords: ELLs; L2 ORF; ELLA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Palacios, Y. T. (2015). Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156249

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):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Thesis, Texas A&M University. Accessed September 15, 2019. http://hdl.handle.net/1969.1/156249.

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

MLA Handbook (7th Edition):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Web. 15 Sep 2019.

Vancouver:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1969.1/156249.

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

Council of Science Editors:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156249

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


Texas A&M University

5. Pompa, Carmen Amparo. A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community.

Degree: 2016, Texas A&M University

 This study is a comparative investigation of English vocabulary instruction for English language learners. Three elementary schools from a U.S.-Mexico border community were chosen purposely… (more)

Subjects/Keywords: ELLs; vocabulary; STAAR; culturally responsive teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pompa, C. A. (2016). A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156823

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):

Pompa, Carmen Amparo. “A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community.” 2016. Thesis, Texas A&M University. Accessed September 15, 2019. http://hdl.handle.net/1969.1/156823.

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

MLA Handbook (7th Edition):

Pompa, Carmen Amparo. “A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community.” 2016. Web. 15 Sep 2019.

Vancouver:

Pompa CA. A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1969.1/156823.

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

Council of Science Editors:

Pompa CA. A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156823

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

6. Perez, Nancy. Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School .

Degree: 2014, California State University – San Marcos

 The number of English learners (ELLs) continues to increase, however, many are not reaching English proficiency. This can impede their education and can widen the… (more)

Subjects/Keywords: Reclassification; English Language Learners (ELLs); CELDT

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Perez, N. (2014). Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/123935

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):

Perez, Nancy. “Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School .” 2014. Thesis, California State University – San Marcos. Accessed September 15, 2019. http://hdl.handle.net/10211.3/123935.

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

MLA Handbook (7th Edition):

Perez, Nancy. “Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School .” 2014. Web. 15 Sep 2019.

Vancouver:

Perez N. Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10211.3/123935.

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

Council of Science Editors:

Perez N. Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/123935

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


Penn State University

7. Osif-Bleam, Mary. FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS.

Degree: 2018, Penn State University

 English Language Learners (ELLs) are a diverse and growing population in Americanpublic schools. Recent political and societal developments add to the difficulties they face asnew… (more)

Subjects/Keywords: ESOL teachers; ELLs; Teacher working conditions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Osif-Bleam, M. (2018). FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15215mlo138

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):

Osif-Bleam, Mary. “FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS.” 2018. Thesis, Penn State University. Accessed September 15, 2019. https://etda.libraries.psu.edu/catalog/15215mlo138.

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

MLA Handbook (7th Edition):

Osif-Bleam, Mary. “FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS.” 2018. Web. 15 Sep 2019.

Vancouver:

Osif-Bleam M. FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Sep 15]. Available from: https://etda.libraries.psu.edu/catalog/15215mlo138.

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

Council of Science Editors:

Osif-Bleam M. FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15215mlo138

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


University of North Texas

8. Garcia Colin, Monica. Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools.

Degree: 2016, University of North Texas

 Latinos are the largest minority group in the U.S.; however despite the continuous growth of the Hispanic population, Latinos are severely underrepresented in STEM fields.… (more)

Subjects/Keywords: STEM; hispanic; ELLs; nonfiction science books

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garcia Colin, M. (2016). Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862785/

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):

Garcia Colin, Monica. “Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools.” 2016. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc862785/.

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

MLA Handbook (7th Edition):

Garcia Colin, Monica. “Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools.” 2016. Web. 15 Sep 2019.

Vancouver:

Garcia Colin M. Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862785/.

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

Council of Science Editors:

Garcia Colin M. Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862785/

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


University of California – San Diego

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 15, 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. 15 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 15]. 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


California State University – San Bernardino

10. Henderson, Trisha. ENGLISH LANGUAGE LEARNERS IN K-12 CLASSROOMS: PROBLEMS, RECOMMENDATIONS AND POSSIBILITIES.

Degree: MAin English Composition, English, 2019, California State University – San Bernardino

  Since California is the state with the highest number of English Language Learner (ELL) students in the nation (Abedi and Levine, 2013; Estrada, 2014),… (more)

Subjects/Keywords: English Language Learners; ELLs; K-12 ELLs; achievement gap; Elementary Education; English Language and Literature; Language and Literacy Education; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Henderson, T. (2019). ENGLISH LANGUAGE LEARNERS IN K-12 CLASSROOMS: PROBLEMS, RECOMMENDATIONS AND POSSIBILITIES. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/797

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):

Henderson, Trisha. “ENGLISH LANGUAGE LEARNERS IN K-12 CLASSROOMS: PROBLEMS, RECOMMENDATIONS AND POSSIBILITIES.” 2019. Thesis, California State University – San Bernardino. Accessed September 15, 2019. https://scholarworks.lib.csusb.edu/etd/797.

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

MLA Handbook (7th Edition):

Henderson, Trisha. “ENGLISH LANGUAGE LEARNERS IN K-12 CLASSROOMS: PROBLEMS, RECOMMENDATIONS AND POSSIBILITIES.” 2019. Web. 15 Sep 2019.

Vancouver:

Henderson T. ENGLISH LANGUAGE LEARNERS IN K-12 CLASSROOMS: PROBLEMS, RECOMMENDATIONS AND POSSIBILITIES. [Internet] [Thesis]. California State University – San Bernardino; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.lib.csusb.edu/etd/797.

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

Council of Science Editors:

Henderson T. ENGLISH LANGUAGE LEARNERS IN K-12 CLASSROOMS: PROBLEMS, RECOMMENDATIONS AND POSSIBILITIES. [Thesis]. California State University – San Bernardino; 2019. Available from: https://scholarworks.lib.csusb.edu/etd/797

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


Texas A&M University

11. Hogan, Kathy Marie. Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms.

Degree: 2014, Texas A&M University

 This multiple-article dissertation examined secondary data collected by an educational service center in a large area of southeast Texas to analyze the similarities and differences… (more)

Subjects/Keywords: prekindergarten; writing; writing artifacts; young ELLs; teacher perceptions; classroom observations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hogan, K. M. (2014). Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152723

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):

Hogan, Kathy Marie. “Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms.” 2014. Thesis, Texas A&M University. Accessed September 15, 2019. http://hdl.handle.net/1969.1/152723.

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

MLA Handbook (7th Edition):

Hogan, Kathy Marie. “Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms.” 2014. Web. 15 Sep 2019.

Vancouver:

Hogan KM. Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1969.1/152723.

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

Council of Science Editors:

Hogan KM. Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152723

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


The Ohio State University

12. Gjini, Xhuljeta. Experiencing the FCAT: A Study of how ELLs, Teachers, and Parents Responded to a State Mandated Test in Florida.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

 This study portrays the experience of English Language Learners (ELLs), their teachers and parents towards the Florida Comprehensive Assessment Test (FCAT). The study sheds new… (more)

Subjects/Keywords: Education; State Mandated Test; FCAT; ELLs; Attitudes; Perceptions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gjini, X. (2011). Experiencing the FCAT: A Study of how ELLs, Teachers, and Parents Responded to a State Mandated Test in Florida. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1293464366

Chicago Manual of Style (16th Edition):

Gjini, Xhuljeta. “Experiencing the FCAT: A Study of how ELLs, Teachers, and Parents Responded to a State Mandated Test in Florida.” 2011. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293464366.

MLA Handbook (7th Edition):

Gjini, Xhuljeta. “Experiencing the FCAT: A Study of how ELLs, Teachers, and Parents Responded to a State Mandated Test in Florida.” 2011. Web. 15 Sep 2019.

Vancouver:

Gjini X. Experiencing the FCAT: A Study of how ELLs, Teachers, and Parents Responded to a State Mandated Test in Florida. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293464366.

Council of Science Editors:

Gjini X. Experiencing the FCAT: A Study of how ELLs, Teachers, and Parents Responded to a State Mandated Test in Florida. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293464366

13. Fernandez, Lourdes. English Language Learner Success: Parent identified factors, trends and best strategies leading to reclassification .

Degree: 2013, California State University – San Marcos

 Abstract As schools continue to face increased class sizes, budget cuts, limited staff development and curriculum, second language learner support is also being minimized. The… (more)

Subjects/Keywords: reclassification; ELLs; LEP; success; parents; proficiency; engagement; communication; support

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fernandez, L. (2013). English Language Learner Success: Parent identified factors, trends and best strategies leading to reclassification . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/485

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, Lourdes. “English Language Learner Success: Parent identified factors, trends and best strategies leading to reclassification .” 2013. Thesis, California State University – San Marcos. Accessed September 15, 2019. http://hdl.handle.net/10211.8/485.

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

MLA Handbook (7th Edition):

Fernandez, Lourdes. “English Language Learner Success: Parent identified factors, trends and best strategies leading to reclassification .” 2013. Web. 15 Sep 2019.

Vancouver:

Fernandez L. English Language Learner Success: Parent identified factors, trends and best strategies leading to reclassification . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10211.8/485.

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

Council of Science Editors:

Fernandez L. English Language Learner Success: Parent identified factors, trends and best strategies leading to reclassification . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/485

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


California State University – Chico

14. Lundberg, Jennifer Corwin. How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? .

Degree: 2012, California State University – Chico

 English language learners (ELLs) make up an increasingly large population of students in the United States. While many ELLs come to school with little background… (more)

Subjects/Keywords:

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lundberg, J. C. (2012). How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/462

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):

Lundberg, Jennifer Corwin. “How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? .” 2012. Thesis, California State University – Chico. Accessed September 15, 2019. http://hdl.handle.net/10211.4/462.

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

MLA Handbook (7th Edition):

Lundberg, Jennifer Corwin. “How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? .” 2012. Web. 15 Sep 2019.

Vancouver:

Lundberg JC. How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10211.4/462.

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

Council of Science Editors:

Lundberg JC. How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/462

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


University of Miami

15. Jones, Loren. "It's Kind of a Balancing Act": Scaffolding Collaborative Writing Activities in a Diverse First-Grade Classroom.

Degree: PhD, Teaching and Learning (Education), 2018, University of Miami

 This design-based research study explored how collaborative writing activities can be used in support of ELLs’ writing development in the context of a culturally and… (more)

Subjects/Keywords: English language learners (ELLs); collaborative writing; elementary; scaffolding

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, L. (2018). "It's Kind of a Balancing Act": Scaffolding Collaborative Writing Activities in a Diverse First-Grade Classroom. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2024

Chicago Manual of Style (16th Edition):

Jones, Loren. “"It's Kind of a Balancing Act": Scaffolding Collaborative Writing Activities in a Diverse First-Grade Classroom.” 2018. Doctoral Dissertation, University of Miami. Accessed September 15, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2024.

MLA Handbook (7th Edition):

Jones, Loren. “"It's Kind of a Balancing Act": Scaffolding Collaborative Writing Activities in a Diverse First-Grade Classroom.” 2018. Web. 15 Sep 2019.

Vancouver:

Jones L. "It's Kind of a Balancing Act": Scaffolding Collaborative Writing Activities in a Diverse First-Grade Classroom. [Internet] [Doctoral dissertation]. University of Miami; 2018. [cited 2019 Sep 15]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2024.

Council of Science Editors:

Jones L. "It's Kind of a Balancing Act": Scaffolding Collaborative Writing Activities in a Diverse First-Grade Classroom. [Doctoral Dissertation]. University of Miami; 2018. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2024


University of Houston

16. Cooper-Edwards, Jacquelyn. A Narrative Exploration of Providing Effective Reading Strategies to English Language Learners.

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

 The purpose of this study is to identify and describe effective reading strategies to assist English Language Learners embedded in research-based instructional methods that instills… (more)

Subjects/Keywords: English Language Learners (ELLs)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cooper-Edwards, J. (n.d.). A Narrative Exploration of Providing Effective Reading Strategies to English Language Learners. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2097

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):

Cooper-Edwards, Jacquelyn. “A Narrative Exploration of Providing Effective Reading Strategies to English Language Learners.” Thesis, University of Houston. Accessed September 15, 2019. http://hdl.handle.net/10657/2097.

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):

Cooper-Edwards, Jacquelyn. “A Narrative Exploration of Providing Effective Reading Strategies to English Language Learners.” Web. 15 Sep 2019.

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

Vancouver:

Cooper-Edwards J. A Narrative Exploration of Providing Effective Reading Strategies to English Language Learners. [Internet] [Thesis]. University of Houston; [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10657/2097.

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:

Cooper-Edwards J. A Narrative Exploration of Providing Effective Reading Strategies to English Language Learners. [Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2097

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


Brigham Young University

17. Bodily, Courtney Price. Pragmatic Transfer of Compliment Responses Among Chinese ESL LDS Missionaries.

Degree: MA, 2013, Brigham Young University

 This study investigates the pragmatic transfer Chinese Latter-day Saint (LDS) missionaries speaking English display when responding to compliments in English conversations. Previous studies have shown… (more)

Subjects/Keywords: Compliment responses; Chinese ELLs; pragmatic transfer; pragmatic failure; gender; Linguistics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bodily, C. P. (2013). Pragmatic Transfer of Compliment Responses Among Chinese ESL LDS Missionaries. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4712&context=etd

Chicago Manual of Style (16th Edition):

Bodily, Courtney Price. “Pragmatic Transfer of Compliment Responses Among Chinese ESL LDS Missionaries.” 2013. Masters Thesis, Brigham Young University. Accessed September 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4712&context=etd.

MLA Handbook (7th Edition):

Bodily, Courtney Price. “Pragmatic Transfer of Compliment Responses Among Chinese ESL LDS Missionaries.” 2013. Web. 15 Sep 2019.

Vancouver:

Bodily CP. Pragmatic Transfer of Compliment Responses Among Chinese ESL LDS Missionaries. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Sep 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4712&context=etd.

Council of Science Editors:

Bodily CP. Pragmatic Transfer of Compliment Responses Among Chinese ESL LDS Missionaries. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4712&context=etd


University of Arizona

18. Youman, Martha Elizabeth. Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners .

Degree: 2015, University of Arizona

 While significant research has been done on dyslexia with native English speakers, little is known about identifying dyslexia in English Language Learners (ELLs). Previous research,… (more)

Subjects/Keywords: dyslexia; ELLs; phonological awareness; RAN; reading; School Psychology; cognitive correlates

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Youman, M. E. (2015). Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/347237

Chicago Manual of Style (16th Edition):

Youman, Martha Elizabeth. “Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners .” 2015. Doctoral Dissertation, University of Arizona. Accessed September 15, 2019. http://hdl.handle.net/10150/347237.

MLA Handbook (7th Edition):

Youman, Martha Elizabeth. “Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners .” 2015. Web. 15 Sep 2019.

Vancouver:

Youman ME. Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10150/347237.

Council of Science Editors:

Youman ME. Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/347237


Queens University

19. Milnes, Terry. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .

Degree: Education, 2014, Queens University

 The issue of lower academic achievement for English language learners (ELLs) compared to their English-speaking peers has been identified in the research literature. Professional learning… (more)

Subjects/Keywords: Rural School Boards; Professional Learning for Paraprofessionals Working with ELLs; Education; Education Policy Implementation; Rural Education; English as a Second Language; Professional Learning for Teachers of ELLs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Milnes, T. (2014). Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12395

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):

Milnes, Terry. “Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .” 2014. Thesis, Queens University. Accessed September 15, 2019. http://hdl.handle.net/1974/12395.

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

MLA Handbook (7th Edition):

Milnes, Terry. “Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .” 2014. Web. 15 Sep 2019.

Vancouver:

Milnes T. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1974/12395.

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

Council of Science Editors:

Milnes T. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12395

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


Temple University

20. Carrera, Hazel Carolyn. Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment.

Degree: PhD, 2010, Temple University

Urban Education

This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of… (more)

Subjects/Keywords: Education, Teacher Training; Education, Secondary; Coaching; ELLs; English Language Learners; Professional Development; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carrera, H. C. (2010). Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,82542

Chicago Manual of Style (16th Edition):

Carrera, Hazel Carolyn. “Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment.” 2010. Doctoral Dissertation, Temple University. Accessed September 15, 2019. http://digital.library.temple.edu/u?/p245801coll10,82542.

MLA Handbook (7th Edition):

Carrera, Hazel Carolyn. “Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment.” 2010. Web. 15 Sep 2019.

Vancouver:

Carrera HC. Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Sep 15]. Available from: http://digital.library.temple.edu/u?/p245801coll10,82542.

Council of Science Editors:

Carrera HC. Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,82542


University of Akron

21. Collins, Linda J. Participants’ Perceptions of The Instructional Design of an Online Professional Development Module for Teachers of English Language Learners: A Q Methodology Study.

Degree: PhD, Elementary Education, 2009, University of Akron

  Using Q methodology, thirteen online instructors shared subjective opinions about the instructional design of an online professional development module intended to provide teachers with… (more)

Subjects/Keywords: Teacher Education; Teaching; e-learning; online professional development; teachers of ELLs; online instructional design

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Collins, L. J. (2009). Participants’ Perceptions of The Instructional Design of an Online Professional Development Module for Teachers of English Language Learners: A Q Methodology Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1258338641

Chicago Manual of Style (16th Edition):

Collins, Linda J. “Participants’ Perceptions of The Instructional Design of an Online Professional Development Module for Teachers of English Language Learners: A Q Methodology Study.” 2009. Doctoral Dissertation, University of Akron. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258338641.

MLA Handbook (7th Edition):

Collins, Linda J. “Participants’ Perceptions of The Instructional Design of an Online Professional Development Module for Teachers of English Language Learners: A Q Methodology Study.” 2009. Web. 15 Sep 2019.

Vancouver:

Collins LJ. Participants’ Perceptions of The Instructional Design of an Online Professional Development Module for Teachers of English Language Learners: A Q Methodology Study. [Internet] [Doctoral dissertation]. University of Akron; 2009. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1258338641.

Council of Science Editors:

Collins LJ. Participants’ Perceptions of The Instructional Design of an Online Professional Development Module for Teachers of English Language Learners: A Q Methodology Study. [Doctoral Dissertation]. University of Akron; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1258338641


Georgia State University

22. Williams, Margo H. On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 The purpose of this study was to examine the Spanish-speaking newcomer middle school students’ perceptions of school, expectations from school, and attitudes toward school. Of… (more)

Subjects/Keywords: multicultural education; acculturation; ELLs; newcomers; ESOL; middle school; Spanish-speaking students; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, M. H. (2009). On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/42

Chicago Manual of Style (16th Edition):

Williams, Margo H. “On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes.” 2009. Doctoral Dissertation, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/msit_diss/42.

MLA Handbook (7th Edition):

Williams, Margo H. “On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes.” 2009. Web. 15 Sep 2019.

Vancouver:

Williams MH. On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/msit_diss/42.

Council of Science Editors:

Williams MH. On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/42


Georgia State University

23. Ruiz, Amanda M. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are… (more)

Subjects/Keywords: English language learners; secondary students; ELLs in the mainstream; mainstreaming; ESOL; inclusion; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ruiz, A. M. (2011). Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/75

Chicago Manual of Style (16th Edition):

Ruiz, Amanda M. “Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.” 2011. Doctoral Dissertation, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/msit_diss/75.

MLA Handbook (7th Edition):

Ruiz, Amanda M. “Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study.” 2011. Web. 15 Sep 2019.

Vancouver:

Ruiz AM. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/msit_diss/75.

Council of Science Editors:

Ruiz AM. Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/75


Kansas State University

24. Davis, Amy D. An integrated literacy/science intervention for English language learners in third grade.

Degree: PhD, Curriculum and Instruction Programs, 2018, Kansas State University

 English language learners (ELLs) are expected to meet the same academic standards as those of their fluent English-speaking peers while simultaneously acquiring a second language.… (more)

Subjects/Keywords: English language learners; literacy/science intervention; science achievement for ELLs; scientific inquiry; language strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davis, A. D. (2018). An integrated literacy/science intervention for English language learners in third grade. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/39159

Chicago Manual of Style (16th Edition):

Davis, Amy D. “An integrated literacy/science intervention for English language learners in third grade.” 2018. Doctoral Dissertation, Kansas State University. Accessed September 15, 2019. http://hdl.handle.net/2097/39159.

MLA Handbook (7th Edition):

Davis, Amy D. “An integrated literacy/science intervention for English language learners in third grade.” 2018. Web. 15 Sep 2019.

Vancouver:

Davis AD. An integrated literacy/science intervention for English language learners in third grade. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2097/39159.

Council of Science Editors:

Davis AD. An integrated literacy/science intervention for English language learners in third grade. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/39159


SUNY College at Brockport

25. Miglorie, Krista. Science Vocabulary Achievement for English Language Learners.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  A growing trend in American education suggests a rising population of students who do not speak English as their native language. Vocabulary development for… (more)

Subjects/Keywords: ELLs; Vgotsky; literacy; language; NCLB; preschool; Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miglorie, K. (2009). Science Vocabulary Achievement for English Language Learners. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/344

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):

Miglorie, Krista. “Science Vocabulary Achievement for English Language Learners.” 2009. Thesis, SUNY College at Brockport. Accessed September 15, 2019. https://digitalcommons.brockport.edu/ehd_theses/344.

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

MLA Handbook (7th Edition):

Miglorie, Krista. “Science Vocabulary Achievement for English Language Learners.” 2009. Web. 15 Sep 2019.

Vancouver:

Miglorie K. Science Vocabulary Achievement for English Language Learners. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Sep 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/344.

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

Council of Science Editors:

Miglorie K. Science Vocabulary Achievement for English Language Learners. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/344

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


George Mason University

26. Lenser, Mónica L. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .

Degree: 2014, George Mason University

 The purpose of this investigation was to explore two types of teacher self-efficacy and how they relate to teachers’ beliefs regarding classroom instruction for English… (more)

Subjects/Keywords: teacher self-efficacy; English Language Learners (ELLS); Social Studies instruction; teacher practices; teacher beliefs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lenser, M. L. (2014). Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8725

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):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Thesis, George Mason University. Accessed September 15, 2019. http://hdl.handle.net/1920/8725.

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

MLA Handbook (7th Edition):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Web. 15 Sep 2019.

Vancouver:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1920/8725.

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

Council of Science Editors:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8725

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


Queens University

27. Lindenberg, Lise. International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools .

Degree: Education, 2015, Queens University

 Increasing numbers of international students are attending high schools in Ontario. These students are tuition-paying adolescents coming to Ontario unaccompanied, living with Canadian families, and… (more)

Subjects/Keywords: OSSLT; ELLs; Homestay; Adolescent Stress; International Student Programs; Wellbeing; Business Concerns; Unaccompanied Adolescents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lindenberg, L. (2015). International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12792

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):

Lindenberg, Lise. “International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools .” 2015. Thesis, Queens University. Accessed September 15, 2019. http://hdl.handle.net/1974/12792.

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

MLA Handbook (7th Edition):

Lindenberg, Lise. “International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools .” 2015. Web. 15 Sep 2019.

Vancouver:

Lindenberg L. International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1974/12792.

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

Council of Science Editors:

Lindenberg L. International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/12792

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


SUNY College at Brockport

28. Gonzalez, Melissa. Research-Based Instructional Strategies to Support Newcomers in the Mainstream Classroom.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  After Hurricane Maria hit the island of Puerto Rico in September of 2017, the Rochester City School District received an influx of Newcomer students;… (more)

Subjects/Keywords: ELLs; Newcomers; Cultural Shock; Diverse learners; Bilingual, Multilingual, and Multicultural Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gonzalez, M. (2019). Research-Based Instructional Strategies to Support Newcomers in the Mainstream Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1224

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):

Gonzalez, Melissa. “Research-Based Instructional Strategies to Support Newcomers in the Mainstream Classroom.” 2019. Thesis, SUNY College at Brockport. Accessed September 15, 2019. https://digitalcommons.brockport.edu/ehd_theses/1224.

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

MLA Handbook (7th Edition):

Gonzalez, Melissa. “Research-Based Instructional Strategies to Support Newcomers in the Mainstream Classroom.” 2019. Web. 15 Sep 2019.

Vancouver:

Gonzalez M. Research-Based Instructional Strategies to Support Newcomers in the Mainstream Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2019 Sep 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1224.

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

Council of Science Editors:

Gonzalez M. Research-Based Instructional Strategies to Support Newcomers in the Mainstream Classroom. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1224

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


Temple University

29. Moore, Sarah Renee Edwards. Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions.

Degree: PhD, 2015, Temple University

Literacy & Learners

This qualitative case study examined how volunteer tutors are interacting with at-risk adolescent ELL students in one-on-one tutoring sessions. This study also… (more)

Subjects/Keywords: Education; Teacher education; English as a second language;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moore, S. R. E. (2015). Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,359540

Chicago Manual of Style (16th Edition):

Moore, Sarah Renee Edwards. “Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions.” 2015. Doctoral Dissertation, Temple University. Accessed September 15, 2019. http://digital.library.temple.edu/u?/p245801coll10,359540.

MLA Handbook (7th Edition):

Moore, Sarah Renee Edwards. “Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions.” 2015. Web. 15 Sep 2019.

Vancouver:

Moore SRE. Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Sep 15]. Available from: http://digital.library.temple.edu/u?/p245801coll10,359540.

Council of Science Editors:

Moore SRE. Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,359540


Temple University

30. Pham, Sofia. Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners.

Degree: PhD, 2016, Temple University

School Psychology

This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English… (more)

Subjects/Keywords: Education; Educational psychology; Psychology;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pham, S. (2016). Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,401574

Chicago Manual of Style (16th Edition):

Pham, Sofia. “Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners.” 2016. Doctoral Dissertation, Temple University. Accessed September 15, 2019. http://digital.library.temple.edu/u?/p245801coll10,401574.

MLA Handbook (7th Edition):

Pham, Sofia. “Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners.” 2016. Web. 15 Sep 2019.

Vancouver:

Pham S. Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Sep 15]. Available from: http://digital.library.temple.edu/u?/p245801coll10,401574.

Council of Science Editors:

Pham S. Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,401574

[1] [2] [3]

.