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You searched for subject:(English Language Learner ELL ). Showing records 1 – 30 of 61399 total matches.

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George Mason University

1. Kim, Yoon Kyong. Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami .

Degree: 2011, George Mason University

English Language Learners (ELLs), in addition to increased risk for living in poverty, experience the extra challenge of learning a second language while trying to… (more)

Subjects/Keywords: English Language Learner; ELL; Early childhood; Language Learning; L2

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

APA (6th Edition):

Kim, Y. K. (2011). Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6371

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):

Kim, Yoon Kyong. “Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami .” 2011. Thesis, George Mason University. Accessed July 09, 2020. http://hdl.handle.net/1920/6371.

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

MLA Handbook (7th Edition):

Kim, Yoon Kyong. “Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami .” 2011. Web. 09 Jul 2020.

Vancouver:

Kim YK. Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami . [Internet] [Thesis]. George Mason University; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1920/6371.

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

Council of Science Editors:

Kim YK. Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6371

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

2. Ozimek, Sandy. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  This paper examined the development and implementation of a small Illinois school district’s English Language Learner policy, which advocated for the use of a… (more)

Subjects/Keywords: English Language Learner (ELL) policy; policy development; Illinois; policy advocacy; Educational Leadership

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APA (6th Edition):

Ozimek, S. (2014). ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/pa/3

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):

Ozimek, Sandy. “ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.” 2014. Thesis, National-Louis University. Accessed July 09, 2020. http://digitalcommons.nl.edu/pa/3.

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

MLA Handbook (7th Edition):

Ozimek, Sandy. “ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.” 2014. Web. 09 Jul 2020.

Vancouver:

Ozimek S. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. [Internet] [Thesis]. National-Louis University; 2014. [cited 2020 Jul 09]. Available from: http://digitalcommons.nl.edu/pa/3.

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

Council of Science Editors:

Ozimek S. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. [Thesis]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/pa/3

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


University of Louisville

3. Sapienza, Philip Kiersten. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 Teaching reading in the mainstream classroom is a challenge. This challenge is compounded when trying to meet the needs of English language learners. Recently, Response… (more)

Subjects/Keywords: English Language Learner; ELL; Response to intervention; Reading intervention; English as a Second Language; ESL; Elementary reading achievement

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APA (6th Edition):

Sapienza, P. K. (2012). Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263

Chicago Manual of Style (16th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Doctoral Dissertation, University of Louisville. Accessed July 09, 2020. 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

MLA Handbook (7th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Web. 09 Jul 2020.

Vancouver:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Jul 09]. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

Council of Science Editors:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263


University of South Carolina

4. Shaw, Nancy Stubbs. English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms.

Degree: Degree of Doctor of Education in Curriculum and Instruction, Educational Studies, 2019, University of South Carolina

  This qualitative phenomenological study dissertation provides an overview of a problem of practice: the disengagement of English language learners in the secondary English language(more)

Subjects/Keywords: Curriculum and Instruction; Education; English language learner; ELL; home language text; secondary; NCTE; bilingual education; bilingualism; home language resource

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

APA (6th Edition):

Shaw, N. S. (2019). English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5523

Chicago Manual of Style (16th Edition):

Shaw, Nancy Stubbs. “English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms.” 2019. Doctoral Dissertation, University of South Carolina. Accessed July 09, 2020. https://scholarcommons.sc.edu/etd/5523.

MLA Handbook (7th Edition):

Shaw, Nancy Stubbs. “English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms.” 2019. Web. 09 Jul 2020.

Vancouver:

Shaw NS. English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2020 Jul 09]. Available from: https://scholarcommons.sc.edu/etd/5523.

Council of Science Editors:

Shaw NS. English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5523


University of Washington

5. Fones, Aliza. High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency.

Degree: PhD, 2017, University of Washington

 The work of English language learner (ELL) teachers is a central component of the education ELL students receive. Because of systemic barriers to equitable education,… (more)

Subjects/Keywords: administrator; agency; ELL teacher; English language learner (ELL); high school; professional learning community (PLC); Education; English as a second language; To Be Assigned

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

APA (6th Edition):

Fones, A. (2017). High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/40428

Chicago Manual of Style (16th Edition):

Fones, Aliza. “High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency.” 2017. Doctoral Dissertation, University of Washington. Accessed July 09, 2020. http://hdl.handle.net/1773/40428.

MLA Handbook (7th Edition):

Fones, Aliza. “High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency.” 2017. Web. 09 Jul 2020.

Vancouver:

Fones A. High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency. [Internet] [Doctoral dissertation]. University of Washington; 2017. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1773/40428.

Council of Science Editors:

Fones A. High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency. [Doctoral Dissertation]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/40428

6. Morales, Amanda Irwin Rodriguez. Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education.

Degree: PhD, Curriculum and Instruction Programs, 2011, Kansas State University

 This qualitative case study focused on 11 non-traditional, ELL, Latinas within a community-based, teacher education program. The purpose of the study was: (a) to explore… (more)

Subjects/Keywords: Resiliency; Latina; Teacher education; English Language Learner (ELL); Non-traditional; Persistence; Higher Education (0745); Multicultural education (0455); Teacher Education (0530)

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

APA (6th Edition):

Morales, A. I. R. (2011). Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/8567

Chicago Manual of Style (16th Edition):

Morales, Amanda Irwin Rodriguez. “Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education.” 2011. Doctoral Dissertation, Kansas State University. Accessed July 09, 2020. http://hdl.handle.net/2097/8567.

MLA Handbook (7th Edition):

Morales, Amanda Irwin Rodriguez. “Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education.” 2011. Web. 09 Jul 2020.

Vancouver:

Morales AIR. Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/2097/8567.

Council of Science Editors:

Morales AIR. Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8567


SUNY College at Brockport

7. Budziszewski, Shelly Sue. RTI Implementation and Differentiation for Primary School English Language Learners.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  This paper explores how one English as a Second Language (ESL) teacher assistant implemented RTI scripted ELA interventions at the primary (K–2) level. Using… (more)

Subjects/Keywords: RTI (Response to Intervention); ELA (English Language Arts); ELL (English Language Learner); ESL (English as a Second Language); intervention; phoneme (or phonemic) awareness; modification; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Budziszewski, S. S. (2012). RTI Implementation and Differentiation for Primary School English Language Learners. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/154

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):

Budziszewski, Shelly Sue. “RTI Implementation and Differentiation for Primary School English Language Learners.” 2012. Thesis, SUNY College at Brockport. Accessed July 09, 2020. https://digitalcommons.brockport.edu/ehd_theses/154.

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

MLA Handbook (7th Edition):

Budziszewski, Shelly Sue. “RTI Implementation and Differentiation for Primary School English Language Learners.” 2012. Web. 09 Jul 2020.

Vancouver:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2020 Jul 09]. Available from: https://digitalcommons.brockport.edu/ehd_theses/154.

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

Council of Science Editors:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/154

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


University of Central Florida

8. Soong, Maria Jose. Tier I Rti For English Language Learners With Language Deficits.

Degree: 2012, University of Central Florida

 Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI).… (more)

Subjects/Keywords: English language learner; ell; english as a second language; esl; response to intervention; rti; language proficiency; language deficit; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Soong, M. J. (2012). Tier I Rti For English Language Learners With Language Deficits. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2320

Chicago Manual of Style (16th Edition):

Soong, Maria Jose. “Tier I Rti For English Language Learners With Language Deficits.” 2012. Doctoral Dissertation, University of Central Florida. Accessed July 09, 2020. https://stars.library.ucf.edu/etd/2320.

MLA Handbook (7th Edition):

Soong, Maria Jose. “Tier I Rti For English Language Learners With Language Deficits.” 2012. Web. 09 Jul 2020.

Vancouver:

Soong MJ. Tier I Rti For English Language Learners With Language Deficits. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2020 Jul 09]. Available from: https://stars.library.ucf.edu/etd/2320.

Council of Science Editors:

Soong MJ. Tier I Rti For English Language Learners With Language Deficits. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2320


University of South Carolina

9. Rabon, Barbara Ellen. Best Practice Usage with English Language Learners in Regular Education Classrooms: A Study of Charleston County, South Carolina Public Schools.

Degree: PhD, Educational Leadership and Policies, 2012, University of South Carolina

  The purpose of this study was to determine the extent to which select Best Practices are used in regular education classrooms and if there… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; Best Practice; English Language Learner (ELL); English Speakers of Other Languages (ESOL); K-12; Professional Development; South Carolina

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

APA (6th Edition):

Rabon, B. E. (2012). Best Practice Usage with English Language Learners in Regular Education Classrooms: A Study of Charleston County, South Carolina Public Schools. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/996

Chicago Manual of Style (16th Edition):

Rabon, Barbara Ellen. “Best Practice Usage with English Language Learners in Regular Education Classrooms: A Study of Charleston County, South Carolina Public Schools.” 2012. Doctoral Dissertation, University of South Carolina. Accessed July 09, 2020. https://scholarcommons.sc.edu/etd/996.

MLA Handbook (7th Edition):

Rabon, Barbara Ellen. “Best Practice Usage with English Language Learners in Regular Education Classrooms: A Study of Charleston County, South Carolina Public Schools.” 2012. Web. 09 Jul 2020.

Vancouver:

Rabon BE. Best Practice Usage with English Language Learners in Regular Education Classrooms: A Study of Charleston County, South Carolina Public Schools. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Jul 09]. Available from: https://scholarcommons.sc.edu/etd/996.

Council of Science Editors:

Rabon BE. Best Practice Usage with English Language Learners in Regular Education Classrooms: A Study of Charleston County, South Carolina Public Schools. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/996


Texas A&M University

10. Lynch, Julia Clare. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.

Degree: 2017, Texas A&M University

 In this study, I examined the effectiveness of the literacy curriculum known as STELLA (Storytelling and Retelling and Higher Order Thinking for English Language and… (more)

Subjects/Keywords: ELL newcomers; bilingual education; English language learners

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APA (6th Edition):

Lynch, J. C. (2017). Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161567

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):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Thesis, Texas A&M University. Accessed July 09, 2020. http://hdl.handle.net/1969.1/161567.

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

MLA Handbook (7th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 09 Jul 2020.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1969.1/161567.

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

Council of Science Editors:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161567

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


University of Kansas

11. Spoor, Dana L. General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2019, University of Kansas

 This dissertation examines one district’s ELL instruction through the eyes of the general education classroom teacher. The purpose of this study was to explore general… (more)

Subjects/Keywords: Educational leadership; ELL; English Language Learners; ESOL

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APA (6th Edition):

Spoor, D. L. (2019). General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29497

Chicago Manual of Style (16th Edition):

Spoor, Dana L. “General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers.” 2019. Doctoral Dissertation, University of Kansas. Accessed July 09, 2020. http://hdl.handle.net/1808/29497.

MLA Handbook (7th Edition):

Spoor, Dana L. “General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers.” 2019. Web. 09 Jul 2020.

Vancouver:

Spoor DL. General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1808/29497.

Council of Science Editors:

Spoor DL. General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29497


University of Manchester

12. Khan, Nooreen. A small scale study exploring the emotional needs of English Language Learners.

Degree: 2010, University of Manchester

 Previous research into the needs of English Language Learner pupils (ELL) has predominantly focused on progress made in language acquisition and academic attainment, whereby learning… (more)

Subjects/Keywords: Emotional; 'English Language Learner'; EAL

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APA (6th Edition):

Khan, N. (2010). A small scale study exploring the emotional needs of English Language Learners. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593

Chicago Manual of Style (16th Edition):

Khan, Nooreen. “A small scale study exploring the emotional needs of English Language Learners.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 09, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593.

MLA Handbook (7th Edition):

Khan, Nooreen. “A small scale study exploring the emotional needs of English Language Learners.” 2010. Web. 09 Jul 2020.

Vancouver:

Khan N. A small scale study exploring the emotional needs of English Language Learners. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2020 Jul 09]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593.

Council of Science Editors:

Khan N. A small scale study exploring the emotional needs of English Language Learners. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593


Virginia Tech

13. Mitchell, Amielia S. Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals.

Degree: EdD, Educational Leadership and Policy Studies, 2020, Virginia Tech

 This study will provide insight into the leadership practices of Title I principals and how they successfully led Title I schools and gained national recognition.… (more)

Subjects/Keywords: social justice leadership; Title I; social justice; equity; professional development; professional learning communities; Elementary and Secondary Act (ESEA); English language learner (ELL)

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APA (6th Edition):

Mitchell, A. S. (2020). Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97508

Chicago Manual of Style (16th Edition):

Mitchell, Amielia S. “Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals.” 2020. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/97508.

MLA Handbook (7th Edition):

Mitchell, Amielia S. “Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals.” 2020. Web. 09 Jul 2020.

Vancouver:

Mitchell AS. Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/97508.

Council of Science Editors:

Mitchell AS. Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97508


University of South Africa

14. Snelgar, Elizabeth Claire Gien. Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language.

Degree: 2015, University of South Africa

 Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with… (more)

Subjects/Keywords: Barriers to learning; Cultural and linguistic diversity (CALD); English language learner (ELL); First language (FL); First language acquisition (FLA); Home language environment; Inclusive education; Limited English Proficiency (LEP); Language literacy profile (LLP); Literacy skills; Mixed research design; Non official language (NOL); Second language (SL); Special needs

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

APA (6th Edition):

Snelgar, E. C. G. (2015). Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20165

Chicago Manual of Style (16th Edition):

Snelgar, Elizabeth Claire Gien. “Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language.” 2015. Doctoral Dissertation, University of South Africa. Accessed July 09, 2020. http://hdl.handle.net/10500/20165.

MLA Handbook (7th Edition):

Snelgar, Elizabeth Claire Gien. “Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language.” 2015. Web. 09 Jul 2020.

Vancouver:

Snelgar ECG. Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10500/20165.

Council of Science Editors:

Snelgar ECG. Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20165


East Tennessee State University

15. Winiger, Jill. High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee… (more)

Subjects/Keywords: English Language Learner (ELL); ELL Success; Classroom Practice; ELL Student Resilience; School Climate; School Culture; Home and School Partnership; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Student Counseling and Personnel Services

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

APA (6th Edition):

Winiger, J. (2015). High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2470

Chicago Manual of Style (16th Edition):

Winiger, Jill. “High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed July 09, 2020. https://dc.etsu.edu/etd/2470.

MLA Handbook (7th Edition):

Winiger, Jill. “High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success.” 2015. Web. 09 Jul 2020.

Vancouver:

Winiger J. High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2020 Jul 09]. Available from: https://dc.etsu.edu/etd/2470.

Council of Science Editors:

Winiger J. High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2470


California State University – San Bernardino

16. Boffa, Joseph W. UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2014, California State University – San Bernardino

  Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear… (more)

Subjects/Keywords: English Language Leaner (EL or ELL); Late-entry English Learner (LEEL); Long Term English Learner (LTEL); Socioeconomically Disadvantaged (SED); Re-designated Fluent English Proficient Students (R-FEPs).; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Boffa, J. W. (2014). UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/88

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):

Boffa, Joseph W. “UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT.” 2014. Thesis, California State University – San Bernardino. Accessed July 09, 2020. https://scholarworks.lib.csusb.edu/etd/88.

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

MLA Handbook (7th Edition):

Boffa, Joseph W. “UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT.” 2014. Web. 09 Jul 2020.

Vancouver:

Boffa JW. UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT. [Internet] [Thesis]. California State University – San Bernardino; 2014. [cited 2020 Jul 09]. Available from: https://scholarworks.lib.csusb.edu/etd/88.

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

Council of Science Editors:

Boffa JW. UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT. [Thesis]. California State University – San Bernardino; 2014. Available from: https://scholarworks.lib.csusb.edu/etd/88

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


University of Florida

17. Longa, Maria J. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2015, University of Florida

 Public education in the United States has the obligation of educating all individuals through a free K-12 school system. The benefits (social justice, global competition,… (more)

Subjects/Keywords: At risk students; Education; Educational research; English language learners; Finance; Funding; School surveys; Schools; Students; Vertical equity; education  – ell  – english  – finance  – k-12  – language  – learner  – public  – state; City of Tallahassee ( local )

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

APA (6th Edition):

Longa, M. J. (2015). Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047679

Chicago Manual of Style (16th Edition):

Longa, Maria J. “Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.” 2015. Doctoral Dissertation, University of Florida. Accessed July 09, 2020. https://ufdc.ufl.edu/UFE0047679.

MLA Handbook (7th Edition):

Longa, Maria J. “Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.” 2015. Web. 09 Jul 2020.

Vancouver:

Longa MJ. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Jul 09]. Available from: https://ufdc.ufl.edu/UFE0047679.

Council of Science Editors:

Longa MJ. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0047679

18. Philip, Beena M. Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction.

Degree: English literature, 2013, Kannur University

In the 21st century, nothing is as natural to us as learning and accomplishment. We search for a role and work of significance; for companionship,… (more)

Subjects/Keywords: English literature; Learner autonomy; Second language acquisition

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APA (6th Edition):

Philip, B. M. (2013). Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction. (Thesis). Kannur University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/14216

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):

Philip, Beena M. “Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction.” 2013. Thesis, Kannur University. Accessed July 09, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/14216.

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

MLA Handbook (7th Edition):

Philip, Beena M. “Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction.” 2013. Web. 09 Jul 2020.

Vancouver:

Philip BM. Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction. [Internet] [Thesis]. Kannur University; 2013. [cited 2020 Jul 09]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/14216.

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

Council of Science Editors:

Philip BM. Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction. [Thesis]. Kannur University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/14216

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

19. Philip M, Beena. Learner autonomy in second language acquisition: moving from instruction towards construction.

Degree: 2003, Kannur University

In the 21st century, nothing is as natural to us as learning and accomplishment. We search for a role and work of significance; for companionship,… (more)

Subjects/Keywords: English; Second language acquisition; Learner autonomy

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APA (6th Edition):

Philip M, B. (2003). Learner autonomy in second language acquisition: moving from instruction towards construction. (Thesis). Kannur University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/2526

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):

Philip M, Beena. “Learner autonomy in second language acquisition: moving from instruction towards construction.” 2003. Thesis, Kannur University. Accessed July 09, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/2526.

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

MLA Handbook (7th Edition):

Philip M, Beena. “Learner autonomy in second language acquisition: moving from instruction towards construction.” 2003. Web. 09 Jul 2020.

Vancouver:

Philip M B. Learner autonomy in second language acquisition: moving from instruction towards construction. [Internet] [Thesis]. Kannur University; 2003. [cited 2020 Jul 09]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2526.

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

Council of Science Editors:

Philip M B. Learner autonomy in second language acquisition: moving from instruction towards construction. [Thesis]. Kannur University; 2003. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2526

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


Addis Ababa University

20. MEKONNEN, LEMMA. AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH .

Degree: 2012, Addis Ababa University

 In this study a group of first year university students were asked to comment on their own recorded oral texts which they had produced by… (more)

Subjects/Keywords: SPOKEN ENGLISH; ANALYSIS OF LEARNER LANGUAGE

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APA (6th Edition):

MEKONNEN, L. (2012). AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2230

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):

MEKONNEN, LEMMA. “AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH .” 2012. Thesis, Addis Ababa University. Accessed July 09, 2020. http://etd.aau.edu.et/dspace/handle/123456789/2230.

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

MLA Handbook (7th Edition):

MEKONNEN, LEMMA. “AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH .” 2012. Web. 09 Jul 2020.

Vancouver:

MEKONNEN L. AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Jul 09]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2230.

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

Council of Science Editors:

MEKONNEN L. AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2230

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


Virginia Tech

21. Hurd, Charles C. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.

Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 This case study examined the principles of a professional learning community (PLC) in an elementary school setting and their impact on instructional practices and effect… (more)

Subjects/Keywords: Collaboration; English Language Learner; Professional Learning Community

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APA (6th Edition):

Hurd, C. C. (2010). The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26703

Chicago Manual of Style (16th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/26703.

MLA Handbook (7th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Web. 09 Jul 2020.

Vancouver:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/26703.

Council of Science Editors:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26703


University of Southern California

22. Ramirez, Raul Cervantes. Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners.

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

 As organizational leaders, superintendents face extraordinary pressure to close the academic achievement gap that persists among student demographic groups, particularly those classified as English language(more)

Subjects/Keywords: district leadership; superintendent leadership; English language learner

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APA (6th Edition):

Ramirez, R. C. (2014). Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3770

Chicago Manual of Style (16th Edition):

Ramirez, Raul Cervantes. “Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 09, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3770.

MLA Handbook (7th Edition):

Ramirez, Raul Cervantes. “Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners.” 2014. Web. 09 Jul 2020.

Vancouver:

Ramirez RC. Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3770.

Council of Science Editors:

Ramirez RC. Leadership strategies employed by K–12 urban superintendents to improve the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3770

23. Flemmer, Chelsea. A Guide for Parents Acquiring the English Language- Acting as an Advocate for Your Child Living with a Disability and Supporting Them Academically in Their English Language Acquisition .

Degree: 2013, California State University – San Marcos

 This project addressed the issue of improving academic outcomes of ELLs with disabilities. The focus of this project was providing a clear understanding of the… (more)

Subjects/Keywords: Parent; Disability; English Language Learner; Advocate; handbook

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APA (6th Edition):

Flemmer, C. (2013). A Guide for Parents Acquiring the English Language- Acting as an Advocate for Your Child Living with a Disability and Supporting Them Academically in Their English Language Acquisition . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/545

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):

Flemmer, Chelsea. “A Guide for Parents Acquiring the English Language- Acting as an Advocate for Your Child Living with a Disability and Supporting Them Academically in Their English Language Acquisition .” 2013. Thesis, California State University – San Marcos. Accessed July 09, 2020. http://hdl.handle.net/10211.8/545.

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

MLA Handbook (7th Edition):

Flemmer, Chelsea. “A Guide for Parents Acquiring the English Language- Acting as an Advocate for Your Child Living with a Disability and Supporting Them Academically in Their English Language Acquisition .” 2013. Web. 09 Jul 2020.

Vancouver:

Flemmer C. A Guide for Parents Acquiring the English Language- Acting as an Advocate for Your Child Living with a Disability and Supporting Them Academically in Their English Language Acquisition . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10211.8/545.

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

Council of Science Editors:

Flemmer C. A Guide for Parents Acquiring the English Language- Acting as an Advocate for Your Child Living with a Disability and Supporting Them Academically in Their English Language Acquisition . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/545

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


California State University – Sacramento

24. Heine, Allison. Using arts methods through service learning to increase teachers??? strategies for instruction of language learners.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 The service-learning project documented in this study researched the benefits of arts in education, effective strategies for instructing English language learners (ELL), and successful service-learning… (more)

Subjects/Keywords: Teacher education; Art education; English language learner

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APA (6th Edition):

Heine, A. (2011). Using arts methods through service learning to increase teachers??? strategies for instruction of language learners. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/992

Chicago Manual of Style (16th Edition):

Heine, Allison. “Using arts methods through service learning to increase teachers??? strategies for instruction of language learners.” 2011. Masters Thesis, California State University – Sacramento. Accessed July 09, 2020. http://hdl.handle.net/10211.9/992.

MLA Handbook (7th Edition):

Heine, Allison. “Using arts methods through service learning to increase teachers??? strategies for instruction of language learners.” 2011. Web. 09 Jul 2020.

Vancouver:

Heine A. Using arts methods through service learning to increase teachers??? strategies for instruction of language learners. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10211.9/992.

Council of Science Editors:

Heine A. Using arts methods through service learning to increase teachers??? strategies for instruction of language learners. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/992


University of South Africa

25. Snelgar, Elizabeth Claire Gien. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .

Degree: 2010, University of South Africa

 Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual… (more)

Subjects/Keywords: Learner; Limited English proficiency (LEP); English language learner (ELL); First Language (FL); Second language (L2); First Language acquisition (FLA); Second language acquisition (SLA); Second language learners (SLL); Target language (TL); Limited language proficiency (LLP) hidden comprehension deficit (HCD); Reading specific comprehension deficit (SCD); Comprehension deficit (CD); Specific comprehension levels (SCL) basic interpersonal communication skills (BICS); Cognitive academic language proficiency (CALP); Literacy skill; Rapid automatic naming (RAN); Phonemic awareness (PA); Inclusive education; Barriers to learning

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APA (6th Edition):

Snelgar, E. C. G. (2010). Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4815

Chicago Manual of Style (16th Edition):

Snelgar, Elizabeth Claire Gien. “Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .” 2010. Masters Thesis, University of South Africa. Accessed July 09, 2020. http://hdl.handle.net/10500/4815.

MLA Handbook (7th Edition):

Snelgar, Elizabeth Claire Gien. “Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .” 2010. Web. 09 Jul 2020.

Vancouver:

Snelgar ECG. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10500/4815.

Council of Science Editors:

Snelgar ECG. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4815

26. Bilagody, Melissa June. The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study.

Degree: PhD, Educational Leadership, 2014, Penn State University

 This dissertation reports the findings of a multi-vocal qualitative study conducted in a school district, which serves predominantly American Indian students, in the southwestern United… (more)

Subjects/Keywords: English Language Learner (ELL); English Language Development(ELD); English as a Second Language(ESL); Instructional methods; American Indian

English (Rivera, 1994). English language learner (ELL) is the preferred term… …of a federally-recognized tribe English Language Learner (ELL): a student who… …complete as family. Ahee’he. Chapter 1 Introduction English language learners (ELL)… …are differences among ELL students in skills and needs. “English language learners are not a… …Indian ELL learning needs. I want to create an English Language Development (ELD)… 

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APA (6th Edition):

Bilagody, M. J. (2014). The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21819

Chicago Manual of Style (16th Edition):

Bilagody, Melissa June. “The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study.” 2014. Doctoral Dissertation, Penn State University. Accessed July 09, 2020. https://etda.libraries.psu.edu/catalog/21819.

MLA Handbook (7th Edition):

Bilagody, Melissa June. “The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study.” 2014. Web. 09 Jul 2020.

Vancouver:

Bilagody MJ. The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2020 Jul 09]. Available from: https://etda.libraries.psu.edu/catalog/21819.

Council of Science Editors:

Bilagody MJ. The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21819


University of Southern California

27. Peralta, Aaron A. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The academic achievement gap between ethno-linguistic minority students and other students, as represented by test scores, dropout rates, and college admissions and completion rates, is… (more)

Subjects/Keywords: English Language Learners; ELL; English Language Development; ELD; ELD curriculum; achievement gap

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APA (6th Edition):

Peralta, A. A. (2012). Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530

Chicago Manual of Style (16th Edition):

Peralta, Aaron A. “Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 09, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530.

MLA Handbook (7th Edition):

Peralta, Aaron A. “Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data.” 2012. Web. 09 Jul 2020.

Vancouver:

Peralta AA. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530.

Council of Science Editors:

Peralta AA. Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10564/rec/2530


University of Houston

28. -2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.

Degree: EdD, Professional Leadership, Education, University of Houston

 Background: Due to numerous factors, the number of English Language Learners (ELLs) enrolling in public schools in the United States rapidly increased since 2014. For… (more)

Subjects/Keywords: ELL motivation; English language learners

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APA (6th Edition):

-2995-5500. (n.d.). Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3380

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

Chicago Manual of Style (16th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” Doctoral Dissertation, University of Houston. Accessed July 09, 2020. http://hdl.handle.net/10657/3380.

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

MLA Handbook (7th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” Web. 09 Jul 2020.

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

Vancouver:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10657/3380.

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

Council of Science Editors:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/3380

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

29. Justin, Madeline. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.

Degree: MA, English, 2019, St. Cloud State University

  This paper explores the experiences of an English Language Learners (ELL) teacher in a co-teaching relationship. This paper explains the difficulties that exist in… (more)

Subjects/Keywords: ELL (English Language Learners); co-teaching; co-teaching models; parity

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

APA (6th Edition):

Justin, M. (2019). An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/13

Chicago Manual of Style (16th Edition):

Justin, Madeline. “An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.” 2019. Masters Thesis, St. Cloud State University. Accessed July 09, 2020. https://repository.stcloudstate.edu/tesl_etds/13.

MLA Handbook (7th Edition):

Justin, Madeline. “An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.” 2019. Web. 09 Jul 2020.

Vancouver:

Justin M. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Jul 09]. Available from: https://repository.stcloudstate.edu/tesl_etds/13.

Council of Science Editors:

Justin M. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/13

30. Althouse, Osaro. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2014, University of San Francisco

  Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are… (more)

Subjects/Keywords: Blogging; Blogs; ELL; Female English Language Learner; STEM; HTML; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Higher Education; Instructional Media Design; Online and Distance Education; 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 (6th Edition):

Althouse, O. (2014). Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/116

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):

Althouse, Osaro. “Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.” 2014. Thesis, University of San Francisco. Accessed July 09, 2020. https://repository.usfca.edu/capstone/116.

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

MLA Handbook (7th Edition):

Althouse, Osaro. “Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.” 2014. Web. 09 Jul 2020.

Vancouver:

Althouse O. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2020 Jul 09]. Available from: https://repository.usfca.edu/capstone/116.

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

Council of Science Editors:

Althouse O. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/116

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

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