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You searched for subject:(ESOL teachers). Showing records 1 – 7 of 7 total matches.

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Penn State University

1. 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

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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 January 20, 2020. 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. 20 Jan 2020.

Vancouver:

Osif-Bleam M. FILLING THE GAPS: WHAT WE NEED TO KNOW ABOUT TESOL WORKING CONDITIONS. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Jan 20]. 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


George Mason University

2. Goldstein, Christine Koenig. Exploring Mainstream Teachers’ Perceptions of ESOL Students .

Degree: 2012, George Mason University

 The purpose of this study was to explore high school mainstream teachers’ perceptions of English for Speakers of Other Language (ESOL) students. Although research regarding… (more)

Subjects/Keywords: Perceptions; Mainstream; ESOL; Teachers; High School; Beliefs

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

APA (6th Edition):

Goldstein, C. K. (2012). Exploring Mainstream Teachers’ Perceptions of ESOL Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7502

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):

Goldstein, Christine Koenig. “Exploring Mainstream Teachers’ Perceptions of ESOL Students .” 2012. Thesis, George Mason University. Accessed January 20, 2020. http://hdl.handle.net/1920/7502.

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

MLA Handbook (7th Edition):

Goldstein, Christine Koenig. “Exploring Mainstream Teachers’ Perceptions of ESOL Students .” 2012. Web. 20 Jan 2020.

Vancouver:

Goldstein CK. Exploring Mainstream Teachers’ Perceptions of ESOL Students . [Internet] [Thesis]. George Mason University; 2012. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1920/7502.

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

Council of Science Editors:

Goldstein CK. Exploring Mainstream Teachers’ Perceptions of ESOL Students . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7502

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


Kansas State University

3. Aznar-Mojica, Silvina. English for speakers of other languages (ESOL) endorsed elementary teachers’ knowledge and practice of culturally and linguistically responsive pedagogy for English learners.

Degree: PhD, Curriculum and Instruction Programs, 2020, Kansas State University

Teachers are expected to meet academic, linguistic and cultural needs of English learners (ELs) in general education classrooms. Teachers receive preparation for teaching ELs through… (more)

Subjects/Keywords: English learners; Culturally and linguistically responsive; ESOL endorsed teachers

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APA (6th Edition):

Aznar-Mojica, S. (2020). English for speakers of other languages (ESOL) endorsed elementary teachers’ knowledge and practice of culturally and linguistically responsive pedagogy for English learners. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/40295

Chicago Manual of Style (16th Edition):

Aznar-Mojica, Silvina. “English for speakers of other languages (ESOL) endorsed elementary teachers’ knowledge and practice of culturally and linguistically responsive pedagogy for English learners.” 2020. Doctoral Dissertation, Kansas State University. Accessed January 20, 2020. http://hdl.handle.net/2097/40295.

MLA Handbook (7th Edition):

Aznar-Mojica, Silvina. “English for speakers of other languages (ESOL) endorsed elementary teachers’ knowledge and practice of culturally and linguistically responsive pedagogy for English learners.” 2020. Web. 20 Jan 2020.

Vancouver:

Aznar-Mojica S. English for speakers of other languages (ESOL) endorsed elementary teachers’ knowledge and practice of culturally and linguistically responsive pedagogy for English learners. [Internet] [Doctoral dissertation]. Kansas State University; 2020. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/2097/40295.

Council of Science Editors:

Aznar-Mojica S. English for speakers of other languages (ESOL) endorsed elementary teachers’ knowledge and practice of culturally and linguistically responsive pedagogy for English learners. [Doctoral Dissertation]. Kansas State University; 2020. Available from: http://hdl.handle.net/2097/40295


Georgia State University

4. Aoulou, Eudes H. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.

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

  We know little about how English to Speakers of Other Languages (ESOL) preservice teachers’ prior experiences and beliefs shape their learning process in teacher… (more)

Subjects/Keywords: ESOL Preservice Teachers; Role of Background; Teacher Cognition and Growth; Education

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

APA (6th Edition):

Aoulou, E. H. (2011). Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/81

Chicago Manual of Style (16th Edition):

Aoulou, Eudes H. “Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 20, 2020. https://scholarworks.gsu.edu/msit_diss/81.

MLA Handbook (7th Edition):

Aoulou, Eudes H. “Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.” 2011. Web. 20 Jan 2020.

Vancouver:

Aoulou EH. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 20]. Available from: https://scholarworks.gsu.edu/msit_diss/81.

Council of Science Editors:

Aoulou EH. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/81


Georgia State University

5. Jackson, Annmarie. Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy.

Degree: PhD, Middle and Secondary Education, 2015, Georgia State University

  This qualitative case study explores ways in which English as a Second Language (ESOL) preservice teachers’ conceptions of literacy are initially developed and how… (more)

Subjects/Keywords: preservice teachers; teacher development; ESOL teachers; efficacy; culturally relevant pedagogy; literacy conceptions

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

APA (6th Edition):

Jackson, A. (2015). Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/6

Chicago Manual of Style (16th Edition):

Jackson, Annmarie. “Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy.” 2015. Doctoral Dissertation, Georgia State University. Accessed January 20, 2020. https://scholarworks.gsu.edu/mse_diss/6.

MLA Handbook (7th Edition):

Jackson, Annmarie. “Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy.” 2015. Web. 20 Jan 2020.

Vancouver:

Jackson A. Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Jan 20]. Available from: https://scholarworks.gsu.edu/mse_diss/6.

Council of Science Editors:

Jackson A. Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy and Conceptions of Literacy. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/mse_diss/6


University of Toronto

6. Ramjattan, Anil Vijay. Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto.

Degree: 2014, University of Toronto

Like other service workers, racialized English for Speakers of Other Languages (ESOL) teachers in private-language schools are judged on their embodied traits, which are their… (more)

Subjects/Keywords: embodiment in service work; native and 'nonnative' speakers of English; private-language schools; professional identity construction; racialized ESOL teachers; racial microaggressions; 0441

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

APA (6th Edition):

Ramjattan, A. V. (2014). Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68508

Chicago Manual of Style (16th Edition):

Ramjattan, Anil Vijay. “Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto.” 2014. Masters Thesis, University of Toronto. Accessed January 20, 2020. http://hdl.handle.net/1807/68508.

MLA Handbook (7th Edition):

Ramjattan, Anil Vijay. “Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto.” 2014. Web. 20 Jan 2020.

Vancouver:

Ramjattan AV. Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1807/68508.

Council of Science Editors:

Ramjattan AV. Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68508


Georgia State University

7. Taylor, Donna Lester. A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2008, Georgia State University

 Instructional scaffolding is a powerful tool that many teachers utilize to meet the challenge of individualizing instruction for diverse learners. The concept of instructional scaffolding… (more)

Subjects/Keywords: novice teachers; beginning teachers; teacher education; ESOL teacher education; novice teacher development; cognitive flexibility theory; Education

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

APA (6th Edition):

Taylor, D. L. (2008). A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/24

Chicago Manual of Style (16th Edition):

Taylor, Donna Lester. “A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise.” 2008. Doctoral Dissertation, Georgia State University. Accessed January 20, 2020. https://scholarworks.gsu.edu/msit_diss/24.

MLA Handbook (7th Edition):

Taylor, Donna Lester. “A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise.” 2008. Web. 20 Jan 2020.

Vancouver:

Taylor DL. A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2020 Jan 20]. Available from: https://scholarworks.gsu.edu/msit_diss/24.

Council of Science Editors:

Taylor DL. A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/msit_diss/24

.