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University of California – San Diego
1. Kleppe, Katie E. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.
Degree: Education, 2017, University of California – San Diego
URL: http://www.escholarship.org/uc/item/03q8k2dk
Subjects/Keywords: Bilingual education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Kleppe, K. E. (2017). Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/03q8k2dk
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):
Kleppe, Katie E. “Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.” 2017. Thesis, University of California – San Diego. Accessed January 17, 2021. http://www.escholarship.org/uc/item/03q8k2dk.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kleppe, Katie E. “Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.” 2017. Web. 17 Jan 2021.
Vancouver:
Kleppe KE. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2021 Jan 17]. Available from: http://www.escholarship.org/uc/item/03q8k2dk.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kleppe KE. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/03q8k2dk
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
2. Nguyen, Tung. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.
Degree: PhD, Economics, 2018, University of Houston
URL: http://hdl.handle.net/10657/3148
Subjects/Keywords: Bilingual education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Nguyen, T. (2018). Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3148
Chicago Manual of Style (16th Edition):
Nguyen, Tung. “Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.” 2018. Doctoral Dissertation, University of Houston. Accessed January 17, 2021. http://hdl.handle.net/10657/3148.
MLA Handbook (7th Edition):
Nguyen, Tung. “Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.” 2018. Web. 17 Jan 2021.
Vancouver:
Nguyen T. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10657/3148.
Council of Science Editors:
Nguyen T. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3148
California State University – East Bay
3. Brooke-Garza, Elizabeth. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.
Degree: 2013, California State University – East Bay
URL: http://hdl.handle.net/10211.3/101553
Subjects/Keywords: Education; Bilingual
Record Details
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APA (6th Edition):
Brooke-Garza, E. (2013). Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/101553
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):
Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Thesis, California State University – East Bay. Accessed January 17, 2021. http://hdl.handle.net/10211.3/101553.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Web. 17 Jan 2021.
Vancouver:
Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10211.3/101553.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.3/101553
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
4. Martinez, Phyllis S. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.
Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico
URL: http://hdl.handle.net/1928/23345
Subjects/Keywords: Bilingual Education
Record Details
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APA (6th Edition):
Martinez, P. S. (2013). TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23345
Chicago Manual of Style (16th Edition):
Martinez, Phyllis S. “TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 17, 2021. http://hdl.handle.net/1928/23345.
MLA Handbook (7th Edition):
Martinez, Phyllis S. “TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.” 2013. Web. 17 Jan 2021.
Vancouver:
Martinez PS. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/1928/23345.
Council of Science Editors:
Martinez PS. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23345
University of Illinois – Urbana-Champaign
5. Negron, David A. Bilingual education: selected principals' experiences with programs at their schools.
Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/87993
Subjects/Keywords: Bilingual; Education; Principals
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Negron, D. A. (2015). Bilingual education: selected principals' experiences with programs at their schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87993
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):
Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed January 17, 2021. http://hdl.handle.net/2142/87993.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Web. 17 Jan 2021.
Vancouver:
Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2142/87993.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87993
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Kansas State University
6. Mejía Vélez, María del Pilar. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.
Degree: EdD, Department of Educational Leadership, 2017, Kansas State University
URL: http://hdl.handle.net/2097/38214
Subjects/Keywords: Bilingual; Dual language; Bilingual education; LatCrit
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Mejía Vélez, M. d. P. (2017). ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38214
Chicago Manual of Style (16th Edition):
Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Doctoral Dissertation, Kansas State University. Accessed January 17, 2021. http://hdl.handle.net/2097/38214.
MLA Handbook (7th Edition):
Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Web. 17 Jan 2021.
Vancouver:
Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2097/38214.
Council of Science Editors:
Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/38214
7. Ceron, Paul M. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.
Degree: 2017, California State University, Long Beach
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062
Subjects/Keywords: Bilingual education; Elementary education; Language
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ceron, P. M. (2017). An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10252062
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):
Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Thesis, California State University, Long Beach. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Web. 17 Jan 2021.
Vancouver:
Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8. Lillestrand, Amy. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.
Degree: 2016, University of Redlands
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432
Subjects/Keywords: Bilingual education; Elementary education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Lillestrand, A. (2016). Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151432
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):
Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Thesis, University of Redlands. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Web. 17 Jan 2021.
Vancouver:
Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Internet] [Thesis]. University of Redlands; 2016. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9. Bucio, Mario Orlando. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.
Degree: 2016, University of California – eScholarship, University of California
URL: http://www.escholarship.org/uc/item/2624t74v
Subjects/Keywords: Special education; Bilingual education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bucio, M. O. (2016). Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/2624t74v
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):
Bucio, Mario Orlando. “Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.” 2016. Thesis, University of California – eScholarship, University of California. Accessed January 17, 2021. http://www.escholarship.org/uc/item/2624t74v.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bucio, Mario Orlando. “Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.” 2016. Web. 17 Jan 2021.
Vancouver:
Bucio MO. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2021 Jan 17]. Available from: http://www.escholarship.org/uc/item/2624t74v.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bucio MO. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/2624t74v
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Texas – Austin
10. Dougherty, Caitlin Anna. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.
Degree: MA, Curriculum and Instruction, 2014, University of Texas – Austin
URL: http://hdl.handle.net/2152/25972
Subjects/Keywords: Bilingual education; Dual language education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Dougherty, C. A. (2014). When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25972
Chicago Manual of Style (16th Edition):
Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Masters Thesis, University of Texas – Austin. Accessed January 17, 2021. http://hdl.handle.net/2152/25972.
MLA Handbook (7th Edition):
Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Web. 17 Jan 2021.
Vancouver:
Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2152/25972.
Council of Science Editors:
Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25972
University of Exeter
11. Phongploenpis, Sasiporn. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.
Degree: Thesis (EdD), 2016, University of Exeter
URL: http://hdl.handle.net/10871/24301
Subjects/Keywords: 428.0071; Bilingual Education; Bilingual Teachers; Bilingual Teacher Identity; Bilingual Teacher Education; Nativeness
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Phongploenpis, S. (2016). The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24301
Chicago Manual of Style (16th Edition):
Phongploenpis, Sasiporn. “The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.” 2016. Doctoral Dissertation, University of Exeter. Accessed January 17, 2021. http://hdl.handle.net/10871/24301.
MLA Handbook (7th Edition):
Phongploenpis, Sasiporn. “The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.” 2016. Web. 17 Jan 2021.
Vancouver:
Phongploenpis S. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10871/24301.
Council of Science Editors:
Phongploenpis S. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24301
Michigan State University
12. Bhattacharya, Banhi. Professional development experiences and practices : the case of a dual language bilingual program.
Degree: 2015, Michigan State University
URL: http://etd.lib.msu.edu/islandora/object/etd:3521
Subjects/Keywords: Education, Bilingual – Case studies; Teachers – Training of; Education, Bilingual; Teacher education; Bilingual education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bhattacharya, B. (2015). Professional development experiences and practices : the case of a dual language bilingual program. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3521
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):
Bhattacharya, Banhi. “Professional development experiences and practices : the case of a dual language bilingual program.” 2015. Thesis, Michigan State University. Accessed January 17, 2021. http://etd.lib.msu.edu/islandora/object/etd:3521.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bhattacharya, Banhi. “Professional development experiences and practices : the case of a dual language bilingual program.” 2015. Web. 17 Jan 2021.
Vancouver:
Bhattacharya B. Professional development experiences and practices : the case of a dual language bilingual program. [Internet] [Thesis]. Michigan State University; 2015. [cited 2021 Jan 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3521.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bhattacharya B. Professional development experiences and practices : the case of a dual language bilingual program. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3521
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
13. Tinteren, C.M. The Bilingual Education Debate in the United States.
Degree: 2009, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/34392
Subjects/Keywords: Letteren; Bilingual Education, United States
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Tinteren, C. M. (2009). The Bilingual Education Debate in the United States. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/34392
Chicago Manual of Style (16th Edition):
Tinteren, C M. “The Bilingual Education Debate in the United States.” 2009. Masters Thesis, Universiteit Utrecht. Accessed January 17, 2021. http://dspace.library.uu.nl:8080/handle/1874/34392.
MLA Handbook (7th Edition):
Tinteren, C M. “The Bilingual Education Debate in the United States.” 2009. Web. 17 Jan 2021.
Vancouver:
Tinteren CM. The Bilingual Education Debate in the United States. [Internet] [Masters thesis]. Universiteit Utrecht; 2009. [cited 2021 Jan 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/34392.
Council of Science Editors:
Tinteren CM. The Bilingual Education Debate in the United States. [Masters Thesis]. Universiteit Utrecht; 2009. Available from: http://dspace.library.uu.nl:8080/handle/1874/34392
Liberty University
14. Lannom, Melissa Harold. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.
Degree: 2008, Liberty University
URL: http://digitalcommons.liberty.edu/doctoral/118
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Lannom, M. H. (2008). A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/118
Chicago Manual of Style (16th Edition):
Lannom, Melissa Harold. “A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.” 2008. Doctoral Dissertation, Liberty University. Accessed January 17, 2021. http://digitalcommons.liberty.edu/doctoral/118.
MLA Handbook (7th Edition):
Lannom, Melissa Harold. “A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.” 2008. Web. 17 Jan 2021.
Vancouver:
Lannom MH. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2021 Jan 17]. Available from: http://digitalcommons.liberty.edu/doctoral/118.
Council of Science Editors:
Lannom MH. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/118
Liberty University
15. Fontanella, Joseph F. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.
Degree: 2008, Liberty University
URL: http://digitalcommons.liberty.edu/doctoral/128
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Fontanella, J. F. (2008). Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/128
Chicago Manual of Style (16th Edition):
Fontanella, Joseph F. “Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.” 2008. Doctoral Dissertation, Liberty University. Accessed January 17, 2021. http://digitalcommons.liberty.edu/doctoral/128.
MLA Handbook (7th Edition):
Fontanella, Joseph F. “Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.” 2008. Web. 17 Jan 2021.
Vancouver:
Fontanella JF. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2021 Jan 17]. Available from: http://digitalcommons.liberty.edu/doctoral/128.
Council of Science Editors:
Fontanella JF. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/128
University of Namibia
16. Anderson, Jacolynn. The impact of language of instructuion and gender on the acquisition of English as a second language .
Degree: 2011, University of Namibia
URL: http://hdl.handle.net/11070/527
Subjects/Keywords: Bilingualism in children ; Education bilingual
Record Details
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APA (6th Edition):
Anderson, J. (2011). The impact of language of instructuion and gender on the acquisition of English as a second language . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/527
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):
Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Thesis, University of Namibia. Accessed January 17, 2021. http://hdl.handle.net/11070/527.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Web. 17 Jan 2021.
Vancouver:
Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Internet] [Thesis]. University of Namibia; 2011. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/11070/527.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Thesis]. University of Namibia; 2011. Available from: http://hdl.handle.net/11070/527
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17. Khan, Quratulain H. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.
Degree: PhD, Psychology, 2013, National Library of Canada
URL: http://scholar.uwindsor.ca/etd/4772
Subjects/Keywords: Bilingual education; Psychology; Cognitive psychology
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Khan, Q. H. (2013). Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4772
Chicago Manual of Style (16th Edition):
Khan, Quratulain H. “Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.” 2013. Doctoral Dissertation, National Library of Canada. Accessed January 17, 2021. http://scholar.uwindsor.ca/etd/4772.
MLA Handbook (7th Edition):
Khan, Quratulain H. “Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.” 2013. Web. 17 Jan 2021.
Vancouver:
Khan QH. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. [Internet] [Doctoral dissertation]. National Library of Canada; 2013. [cited 2021 Jan 17]. Available from: http://scholar.uwindsor.ca/etd/4772.
Council of Science Editors:
Khan QH. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. [Doctoral Dissertation]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4772
18. Zhong, Lan. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.
Degree: PhD, Education, 2011, National Library of Canada
URL: http://scholar.uwindsor.ca/etd/427
Subjects/Keywords: Education; Bilingual and Multicultural.
Record Details
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APA (6th Edition):
Zhong, L. (2011). Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/427
Chicago Manual of Style (16th Edition):
Zhong, Lan. “Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.” 2011. Doctoral Dissertation, National Library of Canada. Accessed January 17, 2021. http://scholar.uwindsor.ca/etd/427.
MLA Handbook (7th Edition):
Zhong, Lan. “Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.” 2011. Web. 17 Jan 2021.
Vancouver:
Zhong L. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. [Internet] [Doctoral dissertation]. National Library of Canada; 2011. [cited 2021 Jan 17]. Available from: http://scholar.uwindsor.ca/etd/427.
Council of Science Editors:
Zhong L. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. [Doctoral Dissertation]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/427
19. Lin, Yi (Elaine). Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.
Degree: PhD, Education, 2009, National Library of Canada
URL: http://scholar.uwindsor.ca/etd/425
Subjects/Keywords: Education; Bilingual and Multicultural.
Record Details
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APA (6th Edition):
Lin, Y. (. (2009). Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/425
Chicago Manual of Style (16th Edition):
Lin, Yi (Elaine). “Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.” 2009. Doctoral Dissertation, National Library of Canada. Accessed January 17, 2021. http://scholar.uwindsor.ca/etd/425.
MLA Handbook (7th Edition):
Lin, Yi (Elaine). “Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.” 2009. Web. 17 Jan 2021.
Vancouver:
Lin Y(. Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. [Internet] [Doctoral dissertation]. National Library of Canada; 2009. [cited 2021 Jan 17]. Available from: http://scholar.uwindsor.ca/etd/425.
Council of Science Editors:
Lin Y(. Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. [Doctoral Dissertation]. National Library of Canada; 2009. Available from: http://scholar.uwindsor.ca/etd/425
20. Moraga, Olga Grimalt. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.
Degree: 2011, Loyola Marymount University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA (6th Edition):
Moraga, O. G. (2011). The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3439140
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):
Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2011. Thesis, Loyola Marymount University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3439140.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2011. Web. 17 Jan 2021.
Vancouver:
Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Temple University
21. Thurman, John P. The interaction of topic choice and task-type in the EFL classroom.
Degree: 2008, Temple University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Thurman, J. P. (2008). The interaction of topic choice and task-type in the EFL classroom. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3320076
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):
Thurman, John P. “The interaction of topic choice and task-type in the EFL classroom.” 2008. Thesis, Temple University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3320076.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thurman, John P. “The interaction of topic choice and task-type in the EFL classroom.” 2008. Web. 17 Jan 2021.
Vancouver:
Thurman JP. The interaction of topic choice and task-type in the EFL classroom. [Internet] [Thesis]. Temple University; 2008. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thurman JP. The interaction of topic choice and task-type in the EFL classroom. [Thesis]. Temple University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
22. McLeod, Kent Doehr. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.
Degree: 2008, Texas A&M University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA (6th Edition):
McLeod, K. D. (2008). A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. (Thesis). Texas A&M University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3321970
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):
McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2008. Thesis, Texas A&M University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3321970.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2008. Web. 17 Jan 2021.
Vancouver:
McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Thesis]. Texas A&M University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23. Mortoti, Prudence Barbara. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.
Degree: 2018, Arkansas State University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109
Subjects/Keywords: Bilingual education; Speech therapy; Acoustics
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Mortoti, P. B. (2018). Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. (Thesis). Arkansas State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10976109
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):
Mortoti, Prudence Barbara. “Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.” 2018. Thesis, Arkansas State University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10976109.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mortoti, Prudence Barbara. “Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.” 2018. Web. 17 Jan 2021.
Vancouver:
Mortoti PB. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. [Internet] [Thesis]. Arkansas State University; 2018. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mortoti PB. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. [Thesis]. Arkansas State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24. Tomaschke, Greta R. A study revisited.
Degree: 2015, SUNY College at Fredonia
URL: http://hdl.handle.net/1951/66605
Subjects/Keywords: Cultural property.; Education, Bilingual.
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APA (6th Edition):
Tomaschke, G. R. (2015). A study revisited. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/66605
Chicago Manual of Style (16th Edition):
Tomaschke, Greta R. “A study revisited. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed January 17, 2021. http://hdl.handle.net/1951/66605.
MLA Handbook (7th Edition):
Tomaschke, Greta R. “A study revisited. ” 2015. Web. 17 Jan 2021.
Vancouver:
Tomaschke GR. A study revisited. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/1951/66605.
Council of Science Editors:
Tomaschke GR. A study revisited. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/66605
Harvard University
25. Stolte, Laurel Cadwallader. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.
Degree: Doctor of Education (EdD), 2015, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Stolte, L. C. (2015). Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034
Chicago Manual of Style (16th Edition):
Stolte, Laurel Cadwallader. “Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.” 2015. Doctoral Dissertation, Harvard University. Accessed January 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.
MLA Handbook (7th Edition):
Stolte, Laurel Cadwallader. “Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.” 2015. Web. 17 Jan 2021.
Vancouver:
Stolte LC. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Jan 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.
Council of Science Editors:
Stolte LC. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034
Harvard University
26. Jacobs, Jenny Eva. Language Ideologies and Identity Construction Among Dual Language Youth.
Degree: Doctor of Education (EdD), 2016, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703
Subjects/Keywords: Education; Bilingual and Multicultural
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Jacobs, J. E. (2016). Language Ideologies and Identity Construction Among Dual Language Youth. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703
Chicago Manual of Style (16th Edition):
Jacobs, Jenny Eva. “Language Ideologies and Identity Construction Among Dual Language Youth.” 2016. Doctoral Dissertation, Harvard University. Accessed January 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.
MLA Handbook (7th Edition):
Jacobs, Jenny Eva. “Language Ideologies and Identity Construction Among Dual Language Youth.” 2016. Web. 17 Jan 2021.
Vancouver:
Jacobs JE. Language Ideologies and Identity Construction Among Dual Language Youth. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.
Council of Science Editors:
Jacobs JE. Language Ideologies and Identity Construction Among Dual Language Youth. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703
West Virginia University
27. Lirio, Livia Silva. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.
Degree: MA, World Languages, Literatures and Linguistics, 2003, West Virginia University
URL: https://doi.org/10.33915/etd.721
;
https://researchrepository.wvu.edu/etd/721
Subjects/Keywords: Bilingual education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Lirio, L. S. (2003). Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721
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):
Lirio, Livia Silva. “Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.” 2003. Thesis, West Virginia University. Accessed January 17, 2021. https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lirio, Livia Silva. “Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.” 2003. Web. 17 Jan 2021.
Vancouver:
Lirio LS. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. [Internet] [Thesis]. West Virginia University; 2003. [cited 2021 Jan 17]. Available from: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lirio LS. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. [Thesis]. West Virginia University; 2003. Available from: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Commonwealth University
28. Lennon, Stephanie C. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.
Degree: PhD, Education, 2016, Virginia Commonwealth University
URL: https://doi.org/10.25772/CV7T-Y439
;
https://scholarscompass.vcu.edu/etd/4599
Subjects/Keywords: Bilingual; Multilingual; and Multicultural Education
Record Details
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APA (6th Edition):
Lennon, S. C. (2016). A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599
Chicago Manual of Style (16th Edition):
Lennon, Stephanie C. “A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 17, 2021. https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599.
MLA Handbook (7th Edition):
Lennon, Stephanie C. “A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.” 2016. Web. 17 Jan 2021.
Vancouver:
Lennon SC. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2021 Jan 17]. Available from: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599.
Council of Science Editors:
Lennon SC. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599
Wayne State University
29. Martinez, Juan Jose. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.
Degree: 2018, Wayne State University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608
Subjects/Keywords: Bilingual education; Hispanic American studies
Record Details
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APA (6th Edition):
Martinez, J. J. (2018). Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10748608
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):
Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Thesis, Wayne State University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Web. 17 Jan 2021.
Vancouver:
Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Internet] [Thesis]. Wayne State University; 2018. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Thesis]. Wayne State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
30. Villarreal, Javier 1975-. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.
Degree: EdD, Educational Leadership, 2012, University of Houston
URL: http://hdl.handle.net/10657/629
Subjects/Keywords: Bilingual education; Educational leadership
Record Details
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APA (6th Edition):
Villarreal, J. 1. (2012). The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/629
Chicago Manual of Style (16th Edition):
Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed January 17, 2021. http://hdl.handle.net/10657/629.
MLA Handbook (7th Edition):
Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Web. 17 Jan 2021.
Vancouver:
Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10657/629.
Council of Science Editors:
Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/629