subject:(Education Bilingual California)

University of Southern California

1. Orellana, Karen Jeannette. Teacher beliefs on bilingual education for English learners post proposition 227.

Degree: EdD, Education (Leadership), 2011, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341

► This study explored the attitudes and beliefs towards bilingual education and English learners of teachers in bilingual education programs and non-bilingual education programs. This quantitative… (more)

Subjects/Keywords: English learners; bilingual education; Proposition 227; California; teacher beliefs

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APA (6^th Edition):

Orellana, K. J. (2011). Teacher beliefs on bilingual education for English learners post proposition 227. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341

Chicago Manual of Style (16^th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341.

MLA Handbook (7^th Edition):

Orellana, Karen Jeannette. “Teacher beliefs on bilingual education for English learners post proposition 227.” 2011. Web. 18 Jan 2021.

Vancouver:

Orellana KJ. Teacher beliefs on bilingual education for English learners post proposition 227. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341.

Council of Science Editors:

Orellana KJ. Teacher beliefs on bilingual education for English learners post proposition 227. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442025/rec/6341

California State University – San Bernardino

2. Gonzales, Manuel. A study of the compliance review of the NEP/LEP program at Pomona High School.

Degree: MAin Education, Education, 1988, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/535

Subjects/Keywords: Bilingual Education – California; Bilingual method; Spanish speakers – California; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Gonzales, M. (1988). A study of the compliance review of the NEP/LEP program at Pomona High School. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/535

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

Chicago Manual of Style (16^th Edition):

Gonzales, Manuel. “A study of the compliance review of the NEP/LEP program at Pomona High School.” 1988. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/535.

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

MLA Handbook (7^th Edition):

Gonzales, Manuel. “A study of the compliance review of the NEP/LEP program at Pomona High School.” 1988. Web. 18 Jan 2021.

Vancouver:

Gonzales M. A study of the compliance review of the NEP/LEP program at Pomona High School. [Internet] [Thesis]. California State University – San Bernardino; 1988. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/535.

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

Council of Science Editors:

Gonzales M. A study of the compliance review of the NEP/LEP program at Pomona High School. [Thesis]. California State University – San Bernardino; 1988. Available from: http://scholarworks.lib.csusb.edu/etd-project/535

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

3. Gnade, Arlene M. Peer interaction and academic achievement using jigsaw techniques with first-grade first and second language learners .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/463

► This study examined peer interaction and academic achievement using the Jigsaw-group mastery learning approach developed by E. Aronson (1997). Aronson's research using fifth and sixth… (more)

Subjects/Keywords: Group work in education – California – San Diego County – Case studies; "Peer teaching – California – San Diego County – Case studies"; "Education, Bilingual – California – San Diego County – Case studies"

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APA (6^th Edition):

Gnade, A. M. (2013). Peer interaction and academic achievement using jigsaw techniques with first-grade first and second language learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/463

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

Chicago Manual of Style (16^th Edition):

Gnade, Arlene M. “Peer interaction and academic achievement using jigsaw techniques with first-grade first and second language learners .” 2013. Thesis, California State University – San Marcos. Accessed January 18, 2021. http://hdl.handle.net/10211.8/463.

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

MLA Handbook (7^th Edition):

Gnade, Arlene M. “Peer interaction and academic achievement using jigsaw techniques with first-grade first and second language learners .” 2013. Web. 18 Jan 2021.

Vancouver:

Gnade AM. Peer interaction and academic achievement using jigsaw techniques with first-grade first and second language learners . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10211.8/463.

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

Council of Science Editors:

Gnade AM. Peer interaction and academic achievement using jigsaw techniques with first-grade first and second language learners . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/463

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

University of Texas – Austin

4. Anderson, Kimberly Susan. Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227.

Degree: PhD, Anthropology, 2003, University of Texas – Austin

URL: http://hdl.handle.net/2152/435

► This dissertation is an exploration of the politics of cultural citizenship in California as manifested on the terrain of debates about bilingual education policy and… (more)

▼ This dissertation is an exploration of the politics of cultural citizenship in California as manifested on the terrain of debates about bilingual education policy and practice. A multisited ethnography, I followed the politics of cultural citizenship across two sites: locally amongst African-American, Latino and white school community members on a South Central Los Angeles elementary campus and nationally in popular media discourses. I tracked how people talked about and negotiated dynamics of belonging, solidarities and borders, and access to rights, voice, and opportunity. A longitudinal study, I first conducted research in 1996 as the local school dealt with rapid demographic change and the institutionalization of a Spanish-English bilingual program. In 1998-2000 I returned to follow the implementation of California's controversial "English For The Children" Proposition 227. I examined how discourses about language/s in school were coconstitutive with those about immigration, race, culture, nation and struggle for material gain; and how these discourses and policy agendas were complex and shifting across local and national contexts. As a teacher in the school community before and during research I provide an insider's reflections on these heady times of social and pedagogical change, and an account of the activist projects I undertook to facilitate community dialogue about policy, practice and struggles for cultural citizenship. This dissertation contributes to knowledge about key dimensions of cultural citizenship: about how people imagine community and each others' places within it across local and national sites; about the co-constructed nature of lived experiences of and discourses about language, race, nation/immigration, culture and material competition; and about relationships to policy as both received mandate and local cultural-pedagogical resource—and the implication of these for struggles for equity. It contributes to work in critical studies of cultural production in schools; to work on language, race, ideology and power; and to literature in "native" anthropology and activist/teacher research. It pushes educators, anthropologists and policy makers to consider bilingual education as more than just a "Latino issue," but as a complex constellation of interests and practices at play as communities become increasingly diverse across multiple axes of difference/connection and as they negotiate what the socially legitimate means and ends of the collective are to be, and whose knowledge is of most worth. Advisors/Committee Members: Foley, Douglas E. (advisor), Strong, Pauline Turner (advisor).

Subjects/Keywords: Education, Bilingual – California; Education, Bilingual – Law and legislation – California; California – Proposition 227 (1998); Politics and culture – California

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APA (6^th Edition):

Anderson, K. S. (2003). Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/435

Chicago Manual of Style (16^th Edition):

Anderson, Kimberly Susan. “Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227.” 2003. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/435.

MLA Handbook (7^th Edition):

Anderson, Kimberly Susan. “Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227.” 2003. Web. 18 Jan 2021.

Vancouver:

Anderson KS. Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2003. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/435.

Council of Science Editors:

Anderson KS. Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227. [Doctoral Dissertation]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/435

California State University – San Bernardino

5. Serrano, Mary L. The academic achievement of bilingual students: A study of limited English proficient and reclassified students.

Degree: MAin Education, Education, 1989, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/545

Subjects/Keywords: Education; Bilingual – California; Minorities – Education (Elementary) Academic achievement; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Serrano, M. L. (1989). The academic achievement of bilingual students: A study of limited English proficient and reclassified students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/545

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

Chicago Manual of Style (16^th Edition):

Serrano, Mary L. “The academic achievement of bilingual students: A study of limited English proficient and reclassified students.” 1989. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/545.

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

MLA Handbook (7^th Edition):

Serrano, Mary L. “The academic achievement of bilingual students: A study of limited English proficient and reclassified students.” 1989. Web. 18 Jan 2021.

Vancouver:

Serrano ML. The academic achievement of bilingual students: A study of limited English proficient and reclassified students. [Internet] [Thesis]. California State University – San Bernardino; 1989. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/545.

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

Council of Science Editors:

Serrano ML. The academic achievement of bilingual students: A study of limited English proficient and reclassified students. [Thesis]. California State University – San Bernardino; 1989. Available from: http://scholarworks.lib.csusb.edu/etd-project/545

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

University of New Mexico

6. Frank, Joshua T. Jack D. Forbes and the Search for a Decolonizing Philosophy of Education.

Degree: Language, Literacy, and Sociocultural Studies, 2019, University of New Mexico

URL: https://digitalrepository.unm.edu/educ_llss_etds/112

► This study seeks to explicate and advance contemporary deimperial and decolonial philosophies of education through a reflexive archival inquiry and comparative textual analysis of… (more)

Subjects/Keywords: Indigenous; Archival; D-Q University; California; Indian; Bilingual, Multilingual, and Multicultural Education; Social and Philosophical Foundations of Education

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APA (6^th Edition):

Frank, J. T. (2019). Jack D. Forbes and the Search for a Decolonizing Philosophy of Education. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/112

Chicago Manual of Style (16^th Edition):

Frank, Joshua T. “Jack D. Forbes and the Search for a Decolonizing Philosophy of Education.” 2019. Doctoral Dissertation, University of New Mexico. Accessed January 18, 2021. https://digitalrepository.unm.edu/educ_llss_etds/112.

MLA Handbook (7^th Edition):

Frank, Joshua T. “Jack D. Forbes and the Search for a Decolonizing Philosophy of Education.” 2019. Web. 18 Jan 2021.

Vancouver:

Frank JT. Jack D. Forbes and the Search for a Decolonizing Philosophy of Education. [Internet] [Doctoral dissertation]. University of New Mexico; 2019. [cited 2021 Jan 18]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/112.

Council of Science Editors:

Frank JT. Jack D. Forbes and the Search for a Decolonizing Philosophy of Education. [Doctoral Dissertation]. University of New Mexico; 2019. Available from: https://digitalrepository.unm.edu/educ_llss_etds/112

University of Southern California

7. Mora, Frank August. Two-way bilingual education in a post-1998 California elementary school.

Degree: EdD, Education, 2007, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7646

► Despite the passage of Proposition 227, many school districts in California have instituted bilingual programs within their districts. The goal of this study was to… (more)

Subjects/Keywords: bilingual; two-way; immersion; education; California; southern

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APA (6^th Edition):

Mora, F. A. (2007). Two-way bilingual education in a post-1998 California elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7646

Chicago Manual of Style (16^th Edition):

Mora, Frank August. “Two-way bilingual education in a post-1998 California elementary school.” 2007. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7646.

MLA Handbook (7^th Edition):

Mora, Frank August. “Two-way bilingual education in a post-1998 California elementary school.” 2007. Web. 18 Jan 2021.

Vancouver:

Mora FA. Two-way bilingual education in a post-1998 California elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2021 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7646.

Council of Science Editors:

Mora FA. Two-way bilingual education in a post-1998 California elementary school. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7646

California State University – San Bernardino

8. Menendez, Maria Rosa. Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy.

Degree: MAin Interdisciplinary Studies, Interdisciplinary Studies, 1994, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/953

Whole language approach.

Subjects/Keywords: Bilingual Education – Study and teaching (Primary) – California; Reading (Primary) – Language experience approach – Study and teaching – California; Language arts (Primary) – California; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Menendez, M. R. (1994). Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/953

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

Chicago Manual of Style (16^th Edition):

Menendez, Maria Rosa. “Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy.” 1994. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/953.

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

MLA Handbook (7^th Edition):

Menendez, Maria Rosa. “Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy.” 1994. Web. 18 Jan 2021.

Vancouver:

Menendez MR. Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/953.

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

Council of Science Editors:

Menendez MR. Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/953

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

California State University – San Bernardino

9. Leija, Susana. The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11.

Degree: MAin Education, Education, 2006, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd-project/2995

► This project explored the impact of the implementation of Proposition 227 on SAT-9 scores in grades 2-11 of the Leander Unified School District. Minimal… (more)

Subjects/Keywords: Education; Bilingual Law and legislation California Evaluation; English-only movement California; Achievement tests California; Achievement tests; English-only movement.; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Leija, S. (2006). The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2995

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

Chicago Manual of Style (16^th Edition):

Leija, Susana. “The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11.” 2006. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/2995.

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

MLA Handbook (7^th Edition):

Leija, Susana. “The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11.” 2006. Web. 18 Jan 2021.

Vancouver:

Leija S. The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2995.

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

Council of Science Editors:

Leija S. The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2995

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. Musson, Wesley George. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.

Degree: MAin Education, Education, 2004, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd-project/2763

The purpose of this study is to ascertain whether or not the implementation of Proposition 227 has been effective for advancing the English language acquisition needs of English Learners in the Inland Empire.

Subjects/Keywords: California Proposition 227 (1998); English language – Study and teaching – California – San Bernardino County – Foreign speakers; Bilingual Education – California – San Bernardino County; Hispanic American youth – Education; Linguistic minorities – Education – California – San Bernardino; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Musson, W. G. (2004). An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2763

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

Chicago Manual of Style (16^th Edition):

Musson, Wesley George. “An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.” 2004. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/2763.

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

MLA Handbook (7^th Edition):

Musson, Wesley George. “An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.” 2004. Web. 18 Jan 2021.

Vancouver:

Musson WG. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2763.

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

Council of Science Editors:

Musson WG. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2763

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

Portland State University

11. Lee, Kirk T. Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2016, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/3103

► Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American… (more)

Subjects/Keywords: Hmong American families – Northern California – Case studies; Elementary education – Parent participation – Northern California – Case studies; Multicultural education; Charter schools – Northern California – Case studies; School administrators – Attitudes; Elementary school teachers – Attitudes; Hmong Americans – Attitudes; Parenting; Asian Studies; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education; South and Southeast Asian Languages and Societies

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APA (6^th Edition):

Lee, K. T. (2016). Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3103

Chicago Manual of Style (16^th Edition):

Lee, Kirk T. “Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement.” 2016. Doctoral Dissertation, Portland State University. Accessed January 18, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/3103.

MLA Handbook (7^th Edition):

Lee, Kirk T. “Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement.” 2016. Web. 18 Jan 2021.

Vancouver:

Lee KT. Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2021 Jan 18]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3103.

Council of Science Editors:

Lee KT. Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement. [Doctoral Dissertation]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3103

California State University – San Bernardino

12. Davalos, Lupe. The effectiveness of support sources for beginning bilingual teachers in Southern California.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1435

Subjects/Keywords: Bilingual Education – Study and teaching (Primary) – Southern California; Multicultural education; Bilingual, Multilingual, and Multicultural Education

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

APA (6^th Edition):

Davalos, L. (1997). The effectiveness of support sources for beginning bilingual teachers in Southern California. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1435

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

Chicago Manual of Style (16^th Edition):

Davalos, Lupe. “The effectiveness of support sources for beginning bilingual teachers in Southern California.” 1997. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/1435.

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

MLA Handbook (7^th Edition):

Davalos, Lupe. “The effectiveness of support sources for beginning bilingual teachers in Southern California.” 1997. Web. 18 Jan 2021.

Vancouver:

Davalos L. The effectiveness of support sources for beginning bilingual teachers in Southern California. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1435.

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

Council of Science Editors:

Davalos L. The effectiveness of support sources for beginning bilingual teachers in Southern California. [Thesis]. California State University – San Bernardino; 1997. Available from: http://scholarworks.lib.csusb.edu/etd-project/1435

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

California State University – San Bernardino

13. Vargas Piel, Marie. Parent-teacher home response learning journals to foster collaboration in children's literacy development.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1762

► The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use… (more)

Subjects/Keywords: Fontana Unified School District; Mexican Americans – Education (Primary) – Study and teaching; Education; Bilingual – California – Study and teaching; English language – Study and teaching (Primary) – California; Diaries – Authorship; Minorities – Education – California; Education – Parent participation; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Vargas Piel, M. (2000). Parent-teacher home response learning journals to foster collaboration in children's literacy development. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1762

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

Chicago Manual of Style (16^th Edition):

Vargas Piel, Marie. “Parent-teacher home response learning journals to foster collaboration in children's literacy development.” 2000. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/1762.

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

MLA Handbook (7^th Edition):

Vargas Piel, Marie. “Parent-teacher home response learning journals to foster collaboration in children's literacy development.” 2000. Web. 18 Jan 2021.

Vancouver:

Vargas Piel M. Parent-teacher home response learning journals to foster collaboration in children's literacy development. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1762.

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

Council of Science Editors:

Vargas Piel M. Parent-teacher home response learning journals to foster collaboration in children's literacy development. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1762

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

California State University – San Bernardino

14. Carrasco, Cecilia. The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program.

Degree: MAin Education, Education, 1985, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/319

Subjects/Keywords: Spanish language – Study and teaching (Primary) – Ability testing; Education; Bilingual – California – San Bernardino Valley; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Carrasco, C. (1985). The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/319

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

Chicago Manual of Style (16^th Edition):

Carrasco, Cecilia. “The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program.” 1985. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/319.

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

MLA Handbook (7^th Edition):

Carrasco, Cecilia. “The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program.” 1985. Web. 18 Jan 2021.

Vancouver:

Carrasco C. The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program. [Internet] [Thesis]. California State University – San Bernardino; 1985. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/319.

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

Council of Science Editors:

Carrasco C. The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program. [Thesis]. California State University – San Bernardino; 1985. Available from: http://scholarworks.lib.csusb.edu/etd-project/319

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

California State University – San Bernardino

15. Best, Cecilia Torres. A literacy journey of empowerment for adult Hispanic students in a community college's learning center.

Degree: MAin Education, Education, 1996, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1274

Subjects/Keywords: Fontana Learning Center; Mexican Americans – Study and teaching – California; Bilingual Education; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Best, C. T. (1996). A literacy journey of empowerment for adult Hispanic students in a community college's learning center. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1274

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

Chicago Manual of Style (16^th Edition):

Best, Cecilia Torres. “A literacy journey of empowerment for adult Hispanic students in a community college's learning center.” 1996. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/1274.

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

MLA Handbook (7^th Edition):

Best, Cecilia Torres. “A literacy journey of empowerment for adult Hispanic students in a community college's learning center.” 1996. Web. 18 Jan 2021.

Vancouver:

Best CT. A literacy journey of empowerment for adult Hispanic students in a community college's learning center. [Internet] [Thesis]. California State University – San Bernardino; 1996. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1274.

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

Council of Science Editors:

Best CT. A literacy journey of empowerment for adult Hispanic students in a community college's learning center. [Thesis]. California State University – San Bernardino; 1996. Available from: http://scholarworks.lib.csusb.edu/etd-project/1274

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

Michigan State University

16. Barnes, Carol A. (Carol Ann), 1949-. Understanding curriculum reform in one school : a competition of ideas and commitments.

Degree: PhD, Department of Teacher Education, 1997, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:47233

Subjects/Keywords: Curriculum change – California – Case studies; Poor children – Education (Elementary) – California – Case studies; Education, Bilingual – California – Case studies; Elementary schools – California – Sociological aspects – Case studies; School improvement programs – California – Case studies

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APA (6^th Edition):

Barnes, Carol A. (Carol Ann), 1. (1997). Understanding curriculum reform in one school : a competition of ideas and commitments. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47233

Chicago Manual of Style (16^th Edition):

Barnes, Carol A. (Carol Ann), 1949-. “Understanding curriculum reform in one school : a competition of ideas and commitments.” 1997. Doctoral Dissertation, Michigan State University. Accessed January 18, 2021. http://etd.lib.msu.edu/islandora/object/etd:47233.

MLA Handbook (7^th Edition):

Barnes, Carol A. (Carol Ann), 1949-. “Understanding curriculum reform in one school : a competition of ideas and commitments.” 1997. Web. 18 Jan 2021.

Vancouver:

Barnes, Carol A. (Carol Ann) 1. Understanding curriculum reform in one school : a competition of ideas and commitments. [Internet] [Doctoral dissertation]. Michigan State University; 1997. [cited 2021 Jan 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47233.

Council of Science Editors:

Barnes, Carol A. (Carol Ann) 1. Understanding curriculum reform in one school : a competition of ideas and commitments. [Doctoral Dissertation]. Michigan State University; 1997. Available from: http://etd.lib.msu.edu/islandora/object/etd:47233

California State University – San Bernardino

17. Curtin, Jolinda Kae. Family reading circles (circulos literarios de familia): Supporting literacy development among English learners.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/676

Whole language approach in education

Subjects/Keywords: English language – Study and teaching – Foreign speakers; English language – Study and teaching – California; Language experience approach in education – California; Bilingual Education – California; Interlanguage (Language learning); Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Curtin, J. K. (1993). Family reading circles (circulos literarios de familia): Supporting literacy development among English learners. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/676

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

Chicago Manual of Style (16^th Edition):

Curtin, Jolinda Kae. “Family reading circles (circulos literarios de familia): Supporting literacy development among English learners.” 1993. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/676.

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

MLA Handbook (7^th Edition):

Curtin, Jolinda Kae. “Family reading circles (circulos literarios de familia): Supporting literacy development among English learners.” 1993. Web. 18 Jan 2021.

Vancouver:

Curtin JK. Family reading circles (circulos literarios de familia): Supporting literacy development among English learners. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/676.

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

Council of Science Editors:

Curtin JK. Family reading circles (circulos literarios de familia): Supporting literacy development among English learners. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/676

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

California State University – San Bernardino

18. Wilson, Joan Elizabeth. The effects of cross-age tutoring on the oral fluency of the language minority student.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/642

Subjects/Keywords: Peer-group tutoring of students – California; Tutors and tutoring – California; English language – Study and teaching – Bilingual method; English language – Language acquisition; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Wilson, J. E. (1993). The effects of cross-age tutoring on the oral fluency of the language minority student. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/642

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

Chicago Manual of Style (16^th Edition):

Wilson, Joan Elizabeth. “The effects of cross-age tutoring on the oral fluency of the language minority student.” 1993. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/642.

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

MLA Handbook (7^th Edition):

Wilson, Joan Elizabeth. “The effects of cross-age tutoring on the oral fluency of the language minority student.” 1993. Web. 18 Jan 2021.

Vancouver:

Wilson JE. The effects of cross-age tutoring on the oral fluency of the language minority student. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/642.

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

Council of Science Editors:

Wilson JE. The effects of cross-age tutoring on the oral fluency of the language minority student. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/642

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

California State University – San Bernardino

19. Bonzer, Dilma Cordeiro. Coordinated compliance review: Guidebook for the English language learner coordinator.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd-project/2815

► The author has designed a guidebook to accompany the State of California Department of Education's Coordinated Compliance Review Manual. The purpose of the guidebook is… (more)

Subjects/Keywords: Education; Bilingual California Handbooks; manuals; etc; Educational evaluation California; Linguistic minorities Education (Elementary) California Handbooks; manuals; etc; Educational accountability California; Education California Finance; Teachers Training of; Education; Bilingual Study and teaching; Education; Bilingual; Education; Bilingual Study and teaching; Education Finance; Educational accountability; Educational evaluation; Linguistic minorities Education (Elementary); Teachers Training of.; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Bonzer, D. C. (2005). Coordinated compliance review: Guidebook for the English language learner coordinator. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2815

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

Chicago Manual of Style (16^th Edition):

Bonzer, Dilma Cordeiro. “Coordinated compliance review: Guidebook for the English language learner coordinator.” 2005. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/2815.

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

MLA Handbook (7^th Edition):

Bonzer, Dilma Cordeiro. “Coordinated compliance review: Guidebook for the English language learner coordinator.” 2005. Web. 18 Jan 2021.

Vancouver:

Bonzer DC. Coordinated compliance review: Guidebook for the English language learner coordinator. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2815.

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

Council of Science Editors:

Bonzer DC. Coordinated compliance review: Guidebook for the English language learner coordinator. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2815

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

California State University – San Bernardino

20. Pearson, Ann Marie. The importance of multicultural education.

Degree: MAin Education, Education, 1999, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1603

Subjects/Keywords: Multicultural education; Multicultural education – Activity programs; Culture – Study and teaching; California – History – Study and teaching; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Pearson, A. M. (1999). The importance of multicultural education. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1603

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

Chicago Manual of Style (16^th Edition):

Pearson, Ann Marie. “The importance of multicultural education.” 1999. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/1603.

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

MLA Handbook (7^th Edition):

Pearson, Ann Marie. “The importance of multicultural education.” 1999. Web. 18 Jan 2021.

Vancouver:

Pearson AM. The importance of multicultural education. [Internet] [Thesis]. California State University – San Bernardino; 1999. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1603.

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

Council of Science Editors:

Pearson AM. The importance of multicultural education. [Thesis]. California State University – San Bernardino; 1999. Available from: http://scholarworks.lib.csusb.edu/etd-project/1603

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

California State University – San Bernardino

21. Hernández, Violeta Erendira. Making sense of nonsense.

Degree: MAin Education, Education, 2006, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd-project/3175

► The project focuses on the creation of supplemental teaching materials that can be used to support reading and writing activities in the science content curriculum… (more)

Subjects/Keywords: English language Study and teaching (Elementary) Foreign speakers; Education; Bilingual California San Bernardino County; Science Study and teaching (Elementary) Foreign speakers; Education; Bilingual; English language Study and teaching (Elementary) Foreign speakers.; Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Hernández, V. E. (2006). Making sense of nonsense. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3175

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

Chicago Manual of Style (16^th Edition):

Hernández, Violeta Erendira. “Making sense of nonsense.” 2006. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/3175.

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

MLA Handbook (7^th Edition):

Hernández, Violeta Erendira. “Making sense of nonsense.” 2006. Web. 18 Jan 2021.

Vancouver:

Hernández VE. Making sense of nonsense. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3175.

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

Council of Science Editors:

Hernández VE. Making sense of nonsense. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/3175

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

California State University – San Bernardino

22. Tatum, Terri Jean. Restructing a curriculum for multicultural education in language arts.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/658

Subjects/Keywords: Language arts (Secondary); Minorities – Education (Secondary) – California – Riverside County; Middle schools; Bilingual, Multilingual, and Multicultural Education

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

APA (6^th Edition):

Tatum, T. J. (1993). Restructing a curriculum for multicultural education in language arts. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/658

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

Chicago Manual of Style (16^th Edition):

Tatum, Terri Jean. “Restructing a curriculum for multicultural education in language arts.” 1993. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/658.

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

MLA Handbook (7^th Edition):

Tatum, Terri Jean. “Restructing a curriculum for multicultural education in language arts.” 1993. Web. 18 Jan 2021.

Vancouver:

Tatum TJ. Restructing a curriculum for multicultural education in language arts. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/658.

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

Council of Science Editors:

Tatum TJ. Restructing a curriculum for multicultural education in language arts. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/658

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

California State University – San Bernardino

23. Rifkin, Patricia Ann. Learning to identify tolerance issues through literature with art as a response.

Degree: MAin Education, Education, 1996, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/1241

Subjects/Keywords: Etiwanda Intermediate School; Multicultural education; Multiculturalism – Study and teaching; Cross-cultural studies; Etiwanda (California); Bilingual, Multilingual, and Multicultural Education

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APA (6^th Edition):

Rifkin, P. A. (1996). Learning to identify tolerance issues through literature with art as a response. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1241

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

Chicago Manual of Style (16^th Edition):

Rifkin, Patricia Ann. “Learning to identify tolerance issues through literature with art as a response.” 1996. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/1241.

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

MLA Handbook (7^th Edition):

Rifkin, Patricia Ann. “Learning to identify tolerance issues through literature with art as a response.” 1996. Web. 18 Jan 2021.

Vancouver:

Rifkin PA. Learning to identify tolerance issues through literature with art as a response. [Internet] [Thesis]. California State University – San Bernardino; 1996. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1241.

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

Council of Science Editors:

Rifkin PA. Learning to identify tolerance issues through literature with art as a response. [Thesis]. California State University – San Bernardino; 1996. Available from: http://scholarworks.lib.csusb.edu/etd-project/1241

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

24. DeLeon, Tanya Margarita. The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy.

Degree: Doctorate in Education, Education, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/197

► Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study… (more)

Subjects/Keywords: Biliteracy Pathways; California Seal of Biliteracy; Continua of Biliteracy; Education Policy; Implementation; Language Ecology; Bilingual, Multilingual, and Multicultural Education; Education; Education Policy

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APA (6^th Edition):

DeLeon, T. M. (n.d.). The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/197

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

Chicago Manual of Style (16^th Edition):

DeLeon, Tanya Margarita. “The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy.” Doctoral Dissertation, Loyola Marymount University. Accessed January 18, 2021. https://digitalcommons.lmu.edu/etd/197.

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

MLA Handbook (7^th Edition):

DeLeon, Tanya Margarita. “The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy.” Web. 18 Jan 2021.

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

Vancouver:

DeLeon TM. The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy. [Internet] [Doctoral dissertation]. Loyola Marymount University; [cited 2021 Jan 18]. Available from: https://digitalcommons.lmu.edu/etd/197.

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

Council of Science Editors:

DeLeon TM. The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy. [Doctoral Dissertation]. Loyola Marymount University; Available from: https://digitalcommons.lmu.edu/etd/197

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

25. Lam, Lai Yan Vivyan. Life being an International Student in the United States: Acculturation, Culture Shock, and Identity Transformation.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

URL: https://repository.usfca.edu/thes/261

► The population of international students at community colleges in the United States has increased significantly over the past decade. International students play a big… (more)

Subjects/Keywords: acculturation; acculturative stress; culture shock; identity transformation; California; community college; Bilingual, Multilingual, and Multicultural Education; Critical and Cultural Studies; Higher Education; International and Comparative Education; International and Intercultural Communication; Multicultural Psychology; Other Education; Other Social and Behavioral Sciences; Race and Ethnicity; Social and Cultural Anthropology; Sociology of Culture

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APA (6^th Edition):

Lam, L. Y. V. (2017). Life being an International Student in the United States: Acculturation, Culture Shock, and Identity Transformation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/261

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

Chicago Manual of Style (16^th Edition):

Lam, Lai Yan Vivyan. “Life being an International Student in the United States: Acculturation, Culture Shock, and Identity Transformation.” 2017. Thesis, University of San Francisco. Accessed January 18, 2021. https://repository.usfca.edu/thes/261.

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

MLA Handbook (7^th Edition):

Lam, Lai Yan Vivyan. “Life being an International Student in the United States: Acculturation, Culture Shock, and Identity Transformation.” 2017. Web. 18 Jan 2021.

Vancouver:

Lam LYV. Life being an International Student in the United States: Acculturation, Culture Shock, and Identity Transformation. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2021 Jan 18]. Available from: https://repository.usfca.edu/thes/261.

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

Council of Science Editors:

Lam LYV. Life being an International Student in the United States: Acculturation, Culture Shock, and Identity Transformation. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/thes/261

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

California State University – San Bernardino

26. Madrid, Tamara Lee. A dual language immersion parental guide for teachers and administrators.

Degree: MAin Education, Education, 2008, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd-project/3410

► The purpose of this study was to develop a parental guide for teachers and administrators that will help them to organize and implement 10 effective… (more)

Subjects/Keywords: Immersion method (Language teaching); Education; Elementary Parent participation; Education; Bilingual California San Bernardino; Spanish language Study and teaching California San Bernardino Immersion method; Language and languages Study and teaching California San Bernardino; Education; Elementary Parent participation Handbooks; manuals; etc; Education; Bilingual Handbooks; manuals; etc; Education; Bilingual; Education; Elementary Parent participation; Immersion method (Language teaching); Language and languages Study and teaching; Spanish language Study and teaching Immersion method.; Bilingual, Multilingual, and Multicultural Education

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

APA (6^th Edition):

Madrid, T. L. (2008). A dual language immersion parental guide for teachers and administrators. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3410

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

Chicago Manual of Style (16^th Edition):

Madrid, Tamara Lee. “A dual language immersion parental guide for teachers and administrators.” 2008. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/3410.

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

MLA Handbook (7^th Edition):

Madrid, Tamara Lee. “A dual language immersion parental guide for teachers and administrators.” 2008. Web. 18 Jan 2021.

Vancouver:

Madrid TL. A dual language immersion parental guide for teachers and administrators. [Internet] [Thesis]. California State University – San Bernardino; 2008. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3410.

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

Council of Science Editors:

Madrid TL. A dual language immersion parental guide for teachers and administrators. [Thesis]. California State University – San Bernardino; 2008. Available from: https://scholarworks.lib.csusb.edu/etd-project/3410

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

27. Rodriguez-Juarez, Martin. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

URL: https://repository.usfca.edu/capstone/444

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included. Advisors/Committee Members: Sedique Popal, Luz Navarrette Garcia.

Subjects/Keywords: immigration; latinos; california; motivation; English as second language; ESL; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Leadership; Educational Methods; Education Economics; Elementary Education and Teaching; Higher Education; Higher Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Other Education; Other Teacher Education and Professional Development; Secondary Education and Teaching; Teacher Education and Professional Development

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

APA (6^th Edition):

Rodriguez-Juarez, M. (2016). The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/444

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

Chicago Manual of Style (16^th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Thesis, University of San Francisco. Accessed January 18, 2021. https://repository.usfca.edu/capstone/444.

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

MLA Handbook (7^th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Web. 18 Jan 2021.

Vancouver:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2021 Jan 18]. Available from: https://repository.usfca.edu/capstone/444.

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

Council of Science Editors:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/444

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

California State University – San Bernardino

28. Runyan, Joshua David. A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/2061

This study attemps to discover whether there is a difference in the academic performance of Spanish surname students in high school Spanish 1 language classrooms over their non-Spanish surname counterparts.

Subjects/Keywords: Jurupa Unified School District (California); Hispanic American students – Education (Secondary) – Riverside – California; Spanish language – Study and teaching – Spanish speakers; English language – Study and teaching – Spanish speakers; Academic achievement; Language and education; Bilingual, Multilingual, and Multicultural Education

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

APA (6^th Edition):

Runyan, J. D. (2002). A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2061

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

Chicago Manual of Style (16^th Edition):

Runyan, Joshua David. “A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students.” 2002. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/2061.

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

MLA Handbook (7^th Edition):

Runyan, Joshua David. “A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students.” 2002. Web. 18 Jan 2021.

Vancouver:

Runyan JD. A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2061.

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

Council of Science Editors:

Runyan JD. A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2061

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

California State University – San Bernardino

29. Neer, Stacia Renee. How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District.

Degree: MAin Education, Education, 2004, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/2599

This project addresses the needs of English language learners through the context of science. Included is a discussion on how people learn, effective science instruction, and strategies to support learning English in the classroom.

Subjects/Keywords: Ontario-Montclair Unified School District; Science – Study and teaching (Elementary) – Foreign speakers; English language – Study and teaching (Elementary) – Foreign speakers; Science – Study and teaching – Standards – California; Education – Standards – California; Bilingual, Multilingual, and Multicultural Education

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

APA (6^th Edition):

Neer, S. R. (2004). How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2599

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

Chicago Manual of Style (16^th Edition):

Neer, Stacia Renee. “How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District.” 2004. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/2599.

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

MLA Handbook (7^th Edition):

Neer, Stacia Renee. “How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District.” 2004. Web. 18 Jan 2021.

Vancouver:

Neer SR. How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2599.

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

Council of Science Editors:

Neer SR. How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District. [Thesis]. California State University – San Bernardino; 2004. Available from: http://scholarworks.lib.csusb.edu/etd-project/2599

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

California State University – San Bernardino

30. Ahumada-Penaloza, Sandra Magdalena. Teacher attitudes and the reading achievement of English language learners.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/2327

English language learners need teachers who are knowledgeable about the children they are teaching and they must be willing to learn more about their students' cultures, backgrounds and languages in order to make their educational experience meaningful.

Subjects/Keywords: English language as a second language achievement test; Second language acquisition; Elementary school teachers – Attitudes; Reading – Language experience approach; Teacher-student relationships; Bilingual Education – Teacher training – California; Bilingual, Multilingual, and Multicultural Education

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

APA (6^th Edition):

Ahumada-Penaloza, S. M. (2002). Teacher attitudes and the reading achievement of English language learners. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2327

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

Chicago Manual of Style (16^th Edition):

Ahumada-Penaloza, Sandra Magdalena. “Teacher attitudes and the reading achievement of English language learners.” 2002. Thesis, California State University – San Bernardino. Accessed January 18, 2021. http://scholarworks.lib.csusb.edu/etd-project/2327.

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

MLA Handbook (7^th Edition):

Ahumada-Penaloza, Sandra Magdalena. “Teacher attitudes and the reading achievement of English language learners.” 2002. Web. 18 Jan 2021.

Vancouver:

Ahumada-Penaloza SM. Teacher attitudes and the reading achievement of English language learners. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2021 Jan 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2327.

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

Council of Science Editors:

Ahumada-Penaloza SM. Teacher attitudes and the reading achievement of English language learners. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2327

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

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Open Access Theses and Dissertations