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Degree: Doctorate in Education

You searched for subject:(Education Bilingual). Showing records 1 – 13 of 13 total matches.

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1. Aldapa, Marie Lynette. Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The under-representation of racial minority students in Gifted and Talented Education (GATE)programs has been an issue with little to no resolution (Ford, 2002). These… (more)

Subjects/Keywords: gifted education; racial minority students; Bilingual, Multilingual, and Multicultural Education; Education; Gifted Education

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APA (6th Edition):

Aldapa, M. L. (2016). Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/486

Chicago Manual of Style (16th Edition):

Aldapa, Marie Lynette. “Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/486.

MLA Handbook (7th Edition):

Aldapa, Marie Lynette. “Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.” 2016. Web. 18 Sep 2019.

Vancouver:

Aldapa ML. Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/486.

Council of Science Editors:

Aldapa ML. Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/486

2. Mallon, Matthew R. Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding… (more)

Subjects/Keywords: Boarding School; Catholic; Chinese Students; Secondary Education; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Mallon, M. R. (2013). Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/228

Chicago Manual of Style (16th Edition):

Mallon, Matthew R. “Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/228.

MLA Handbook (7th Edition):

Mallon, Matthew R. “Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School.” 2013. Web. 18 Sep 2019.

Vancouver:

Mallon MR. Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/228.

Council of Science Editors:

Mallon MR. Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/228

3. Arocha, Mauricio. Situated Learning and Latino Male Gang Members at Homeboy Industries.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  Gang intervention is crucial to improving the lives of Latino males in Los Angeles. The effectiveness of these programs is dependent on society’s perspective… (more)

Subjects/Keywords: gang intervention; Latino males; Los Angeles; Homeboy Industries; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Arocha, M. (2015). Situated Learning and Latino Male Gang Members at Homeboy Industries. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/280

Chicago Manual of Style (16th Edition):

Arocha, Mauricio. “Situated Learning and Latino Male Gang Members at Homeboy Industries.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/280.

MLA Handbook (7th Edition):

Arocha, Mauricio. “Situated Learning and Latino Male Gang Members at Homeboy Industries.” 2015. Web. 18 Sep 2019.

Vancouver:

Arocha M. Situated Learning and Latino Male Gang Members at Homeboy Industries. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/280.

Council of Science Editors:

Arocha M. Situated Learning and Latino Male Gang Members at Homeboy Industries. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/280

4. Lucero, Diana Marie. Resiliency of Latino High School Students: The Impact of External and Internal Factors.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  This study investigated factors promoting academic resiliency within Latino students at an urban high school in the Los Angeles area. The criteria of “on-track”… (more)

Subjects/Keywords: High School; Latino; Protective Factors; Resiliency; Students; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Lucero, D. M. (2011). Resiliency of Latino High School Students: The Impact of External and Internal Factors. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/253

Chicago Manual of Style (16th Edition):

Lucero, Diana Marie. “Resiliency of Latino High School Students: The Impact of External and Internal Factors.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/253.

MLA Handbook (7th Edition):

Lucero, Diana Marie. “Resiliency of Latino High School Students: The Impact of External and Internal Factors.” 2011. Web. 18 Sep 2019.

Vancouver:

Lucero DM. Resiliency of Latino High School Students: The Impact of External and Internal Factors. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/253.

Council of Science Editors:

Lucero DM. Resiliency of Latino High School Students: The Impact of External and Internal Factors. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/253

5. Martin, Salvador. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  Latinas face many challenges within public schools. They are a marginalized group that has struggled to overcome the effects of practices that have created… (more)

Subjects/Keywords: consciousness; critical; feminist; Freire; Latinas; standpoint; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Martin, S. (2011). Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/254

Chicago Manual of Style (16th Edition):

Martin, Salvador. “Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/254.

MLA Handbook (7th Edition):

Martin, Salvador. “Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.” 2011. Web. 18 Sep 2019.

Vancouver:

Martin S. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/254.

Council of Science Editors:

Martin S. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/254

6. Gaeta, Rafael. Instructional Experiences and Schooling Factors of Long-Term English Learners.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

  This phenomenological study includes exploration of the instructional experiences and the schooling factors that have been in place both assisting and failing academically six… (more)

Subjects/Keywords: Bilingual Education; English Learners; Long-Term English Learners; Prop. 227; Second Language Acquisition; Structured English Immersion; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Gaeta, R. (2014). Instructional Experiences and Schooling Factors of Long-Term English Learners. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/194

Chicago Manual of Style (16th Edition):

Gaeta, Rafael. “Instructional Experiences and Schooling Factors of Long-Term English Learners.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/194.

MLA Handbook (7th Edition):

Gaeta, Rafael. “Instructional Experiences and Schooling Factors of Long-Term English Learners.” 2014. Web. 18 Sep 2019.

Vancouver:

Gaeta R. Instructional Experiences and Schooling Factors of Long-Term English Learners. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/194.

Council of Science Editors:

Gaeta R. Instructional Experiences and Schooling Factors of Long-Term English Learners. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/194

7. McNeil-Girmai, Elaine Azalia. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.

Degree: Doctorate in Education, Education, 2010, Loyola Marymount University

  As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally… (more)

Subjects/Keywords: African American; Charter School; Critical Race Theory; Culturally Relevant Pedagogy; Ethnography; Latino; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

McNeil-Girmai, E. A. (2010). “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/245

Chicago Manual of Style (16th Edition):

McNeil-Girmai, Elaine Azalia. ““This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. http://digitalcommons.lmu.edu/etd/245.

MLA Handbook (7th Edition):

McNeil-Girmai, Elaine Azalia. ““This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.” 2010. Web. 18 Sep 2019.

Vancouver:

McNeil-Girmai EA. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 Sep 18]. Available from: http://digitalcommons.lmu.edu/etd/245.

Council of Science Editors:

McNeil-Girmai EA. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: http://digitalcommons.lmu.edu/etd/245

8. Pedroarias, Ricardo José. Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  The purpose of this mixed-methods study was to analyze the effectiveness of a heritage language Spanish program from the standpoint of organizational, curricular, and… (more)

Subjects/Keywords: Biculturalism; Bilingualism; Heritage Language Study; Social Justice; Spanish; Theory Z; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Pedroarias, R. J. (2011). Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/252

Chicago Manual of Style (16th Edition):

Pedroarias, Ricardo José. “Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/252.

MLA Handbook (7th Edition):

Pedroarias, Ricardo José. “Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism.” 2011. Web. 18 Sep 2019.

Vancouver:

Pedroarias RJ. Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/252.

Council of Science Editors:

Pedroarias RJ. Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/252

9. Moraga, Olga Grimalt. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.

Degree: Doctorate in Education, Education, 2010, Loyola Marymount University

  This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI)… (more)

Subjects/Keywords: dual immersion; English learners; Latino English learners; Two-way immersion; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Moraga, O. G. (2010). The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/269

Chicago Manual of Style (16th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/269.

MLA Handbook (7th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2010. Web. 18 Sep 2019.

Vancouver:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/269.

Council of Science Editors:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: https://digitalcommons.lmu.edu/etd/269

10. Hughes, Sr., Marcus K. The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  Given the large homogeneous workforce of predominately White, middle-class female K–12 educators combined with the rising population of diverse students in the United States… (more)

Subjects/Keywords: Pedagogy; Critical Empathy; Cultural Competency; Empathy; Millennials; New Teachers; Pedagogy; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Hughes, Sr., M. K. (2017). The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/472

Chicago Manual of Style (16th Edition):

Hughes, Sr., Marcus K. “The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/472.

MLA Handbook (7th Edition):

Hughes, Sr., Marcus K. “The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers.” 2017. Web. 18 Sep 2019.

Vancouver:

Hughes, Sr. MK. The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/472.

Council of Science Editors:

Hughes, Sr. MK. The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/472

11. Byard, Shani. Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age.

Degree: Doctorate in Education, Education, 2012, Loyola Marymount University

  Since the slave trade, African Americans have been the most media-stereotyped race of people. From that time, multiple forms of media have been used… (more)

Subjects/Keywords: african; afro-media; critical; literacy; media; pedagogy; African American Studies; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Byard, S. (2012). Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/243

Chicago Manual of Style (16th Edition):

Byard, Shani. “Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/243.

MLA Handbook (7th Edition):

Byard, Shani. “Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age.” 2012. Web. 18 Sep 2019.

Vancouver:

Byard S. Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/243.

Council of Science Editors:

Byard S. Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/243

12. Estrada, Karla Vanessa. Examining English Language Development among English Language Learners with Specific Learning Disability.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and… (more)

Subjects/Keywords: CELDT; english language development; english language learners; english learners; specific learning disability; students with disabilities; Bilingual, Multilingual, and Multicultural Education; Education; Special Education and Teaching

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APA (6th Edition):

Estrada, K. V. (2013). Examining English Language Development among English Language Learners with Specific Learning Disability. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/214

Chicago Manual of Style (16th Edition):

Estrada, Karla Vanessa. “Examining English Language Development among English Language Learners with Specific Learning Disability.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed September 18, 2019. https://digitalcommons.lmu.edu/etd/214.

MLA Handbook (7th Edition):

Estrada, Karla Vanessa. “Examining English Language Development among English Language Learners with Specific Learning Disability.” 2013. Web. 18 Sep 2019.

Vancouver:

Estrada KV. Examining English Language Development among English Language Learners with Specific Learning Disability. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Sep 18]. Available from: https://digitalcommons.lmu.edu/etd/214.

Council of Science Editors:

Estrada KV. Examining English Language Development among English Language Learners with Specific Learning Disability. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/214

13. 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

  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 (6th 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 http://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 (16th 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 September 18, 2019. http://digitalcommons.lmu.edu/etd/197.

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

MLA Handbook (7th 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 Sep 2019.

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 2019 Sep 18]. Available from: http://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: http://digitalcommons.lmu.edu/etd/197

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

.