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You searched for subject:(English Language Learner). Showing records 1 – 30 of 209 total matches.

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University of Southern California

1. Nichols, Terry Leon. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The purpose of this case study was to analyze the impact of direct instruction on the performance of 151 elementary English Language Learners. Total Educational… (more)

Subjects/Keywords: direct instruction; English language learner

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APA (6th Edition):

Nichols, T. L. (2009). An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672

Chicago Manual of Style (16th Edition):

Nichols, Terry Leon. “An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672.

MLA Handbook (7th Edition):

Nichols, Terry Leon. “An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school.” 2009. Web. 21 Sep 2019.

Vancouver:

Nichols TL. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672.

Council of Science Editors:

Nichols TL. An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242771/rec/672


University of Manchester

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

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 September 21, 2019. 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. 21 Sep 2019.

Vancouver:

Khan N. A small scale study exploring the emotional needs of English Language Learners. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Sep 21]. 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

3. 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 September 21, 2019. 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. 21 Sep 2019.

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 2019 Sep 21]. 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

4. 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 September 21, 2019. 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. 21 Sep 2019.

Vancouver:

Philip M B. Learner autonomy in second language acquisition: moving from instruction towards construction. [Internet] [Thesis]. Kannur University; 2003. [cited 2019 Sep 21]. 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

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

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 September 21, 2019. 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. 21 Sep 2019.

Vancouver:

MEKONNEN L. AN ANALYSIS OF LEARNER LANGUAGE WITH REFERENCE TO SPOKEN ENGLISH . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Sep 21]. 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


California State University – Sacramento

6. 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 September 21, 2019. 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. 21 Sep 2019.

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 2019 Sep 21]. 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 Hong Kong

7. 余玉青; Yu, Yuqing. A study on Chinese learners' IELTS preparation efforts.

Degree: MEd, 2014, University of Hong Kong

In recent decades, autonomous learning has been a hot issue in the field of second language teaching and learning and the previous studies on autonomous… (more)

Subjects/Keywords: International English Language Testing System; Learner autonomy

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APA (6th Edition):

余玉青; Yu, Y. (2014). A study on Chinese learners' IELTS preparation efforts. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/209680

Chicago Manual of Style (16th Edition):

余玉青; Yu, Yuqing. “A study on Chinese learners' IELTS preparation efforts.” 2014. Masters Thesis, University of Hong Kong. Accessed September 21, 2019. http://hdl.handle.net/10722/209680.

MLA Handbook (7th Edition):

余玉青; Yu, Yuqing. “A study on Chinese learners' IELTS preparation efforts.” 2014. Web. 21 Sep 2019.

Vancouver:

余玉青; Yu Y. A study on Chinese learners' IELTS preparation efforts. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10722/209680.

Council of Science Editors:

余玉青; Yu Y. A study on Chinese learners' IELTS preparation efforts. [Masters Thesis]. University of Hong Kong; 2014. Available from: http://hdl.handle.net/10722/209680


University of Manchester

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

Degree: Thesis (D.Ed.Chi.Psy.), 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: 370.15; Emotional; 'English Language Learner'; EAL

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

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 https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525940

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 September 21, 2019. https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525940.

MLA Handbook (7th Edition):

Khan, Nooreen. “A small scale study exploring the emotional needs of English Language Learners.” 2010. Web. 21 Sep 2019.

Vancouver:

Khan N. A small scale study exploring the emotional needs of English Language Learners. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Sep 21]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525940.

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: https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525940

9. 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 September 21, 2019. 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. 21 Sep 2019.

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 2019 Sep 21]. 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


Virginia Tech

10. 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

 Abstract This case study examined the principles of a professional learning community (PLC) in an elementary school setting and their impact on instructional practices and… (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 September 21, 2019. 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. 21 Sep 2019.

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 2019 Sep 21]. 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

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

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/3764

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 September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3764.

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. 21 Sep 2019.

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 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/360115/rec/3764.

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/3764


California State University – Sacramento

12. Graham, Sarah Marie. An analysis of a K-12 grammar-based English language development program.

Degree: 2014, California State University – Sacramento

 The purpose of this study was to analyze a K-12 grammar-based English language development program???s effectiveness in facilitating English acquisition for second language learners. The… (more)

Subjects/Keywords: Education; Sustainability; Implementation; California English Language Development Test; Second language learner; Language acquisition; English language learner

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APA (6th Edition):

Graham, S. M. (2014). An analysis of a K-12 grammar-based English language development program. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122235

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):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Thesis, California State University – Sacramento. Accessed September 21, 2019. http://hdl.handle.net/10211.3/122235.

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

MLA Handbook (7th Edition):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Web. 21 Sep 2019.

Vancouver:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Internet] [Thesis]. California State University – Sacramento; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/122235.

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

Council of Science Editors:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122235

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


California State University – Sacramento

13. Moore, Jennifer E. Using science content standards to teach English language development: a first grade plant unit.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 The state of California expects English Learners to learn academic content and oral academic English at the same time and mandates that all students be… (more)

Subjects/Keywords: Academic language; Second language acquisition; English learner; Teaching strategies

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APA (6th Edition):

Moore, J. E. (2010). Using science content standards to teach English language development: a first grade plant unit. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/532

Chicago Manual of Style (16th Edition):

Moore, Jennifer E. “Using science content standards to teach English language development: a first grade plant unit.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 21, 2019. http://hdl.handle.net/10211.9/532.

MLA Handbook (7th Edition):

Moore, Jennifer E. “Using science content standards to teach English language development: a first grade plant unit.” 2010. Web. 21 Sep 2019.

Vancouver:

Moore JE. Using science content standards to teach English language development: a first grade plant unit. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.9/532.

Council of Science Editors:

Moore JE. Using science content standards to teach English language development: a first grade plant unit. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/532


University of Southern California

14. Weintraub, Daniel. Comparing perceptions between dual language teachers and traditional public school teachers.

Degree: EdD, Education, 2012, University of Southern California

 As the number of English language learners in our nation’s classrooms has increased, the interest regarding how to effectively support their needs both academically and… (more)

Subjects/Keywords: dual language; English language learner; traditional public school; perceptions

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APA (6th Edition):

Weintraub, D. (2012). Comparing perceptions between dual language teachers and traditional public school teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503

Chicago Manual of Style (16th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

MLA Handbook (7th Edition):

Weintraub, Daniel. “Comparing perceptions between dual language teachers and traditional public school teachers.” 2012. Web. 21 Sep 2019.

Vancouver:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503.

Council of Science Editors:

Weintraub D. Comparing perceptions between dual language teachers and traditional public school teachers. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/203572/rec/1503

15. Dunn, Robert Lowell. Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English.

Degree: MA, Department of Modern Languages, 2012, Kansas State University

 Adjective use and intensification by native speakers of English has been the subject of much study, yet intensification strategies used by non-native speakers have received… (more)

Subjects/Keywords: English; Learner; Variationist; Adjective; Intensifier; Language, Linguistics (0290); Language, Modern (0291)

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

APA (6th Edition):

Dunn, R. L. (2012). Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/13921

Chicago Manual of Style (16th Edition):

Dunn, Robert Lowell. “Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English.” 2012. Masters Thesis, Kansas State University. Accessed September 21, 2019. http://hdl.handle.net/2097/13921.

MLA Handbook (7th Edition):

Dunn, Robert Lowell. “Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English.” 2012. Web. 21 Sep 2019.

Vancouver:

Dunn RL. Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English. [Internet] [Masters thesis]. Kansas State University; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2097/13921.

Council of Science Editors:

Dunn RL. Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English. [Masters Thesis]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/13921


George Mason University

16. 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 September 21, 2019. 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. 21 Sep 2019.

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 2019 Sep 21]. 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


University of Southern California

17. Lemos, Laura. Voices of adult Latinos with physical disabilities and their families.

Degree: EdD, Education (Leadership), 2016, University of Southern California

 The civil rights issue of the twentieth century results from in education inequities individuals with disabilities face as a result of the use of the… (more)

Subjects/Keywords: physical disability; language; intersectionality; language acquisition; second language learner; English language learner; cerebral palsy; spinal bifida; opportunity brokers; critical race theory

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

APA (6th Edition):

Lemos, L. (2016). Voices of adult Latinos with physical disabilities and their families. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851

Chicago Manual of Style (16th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

MLA Handbook (7th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Web. 21 Sep 2019.

Vancouver:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

Council of Science Editors:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Doctoral Dissertation]. University of Southern California; 2016. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851


The Ohio State University

18. Wang, Renee Hester. A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status.

Degree: MA, Music, 2016, The Ohio State University

 The purpose of this study was to investigate the music-reading ability of English Language Learner (ELL) students as compared to non-ELLs and to establish baseline… (more)

Subjects/Keywords: Music Education; Music; English As A Second Language; music reading; English Language Learner

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

APA (6th Edition):

Wang, R. H. (2016). A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878

Chicago Manual of Style (16th Edition):

Wang, Renee Hester. “A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status.” 2016. Masters Thesis, The Ohio State University. Accessed September 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878.

MLA Handbook (7th Edition):

Wang, Renee Hester. “A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status.” 2016. Web. 21 Sep 2019.

Vancouver:

Wang RH. A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 Sep 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878.

Council of Science Editors:

Wang RH. A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878


Virginia Commonwealth University

19. Abrams-Terry, Michelle. Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors.

Degree: PhD, Education, 2014, Virginia Commonwealth University

 In this study, the researcher explored high school English language learners’ perceptions of risk factors and protective factors present in their academic and social lives.… (more)

Subjects/Keywords: academic resilience; English as a second language; English language learner; protective factors; risk factors; Education

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

APA (6th Edition):

Abrams-Terry, M. (2014). Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3361

Chicago Manual of Style (16th Edition):

Abrams-Terry, Michelle. “Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors.” 2014. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 21, 2019. https://scholarscompass.vcu.edu/etd/3361.

MLA Handbook (7th Edition):

Abrams-Terry, Michelle. “Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors.” 2014. Web. 21 Sep 2019.

Vancouver:

Abrams-Terry M. Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2014. [cited 2019 Sep 21]. Available from: https://scholarscompass.vcu.edu/etd/3361.

Council of Science Editors:

Abrams-Terry M. Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors. [Doctoral Dissertation]. Virginia Commonwealth University; 2014. Available from: https://scholarscompass.vcu.edu/etd/3361

20. Ferguson, Betsy Lynn. The Nature and Function of Professional Support Networks for Teachers of English Language Learners.

Degree: EdD, 2015, Brigham Young University

 The English learner (EL) population in the United States continues to grow. To improve their pedagogy in working with this population, many educators have received… (more)

Subjects/Keywords: English language learners; English as a second language; English learner; English language learner; education; social network; professional support; relational embeddedness; Educational Leadership

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

APA (6th Edition):

Ferguson, B. L. (2015). The Nature and Function of Professional Support Networks for Teachers of English Language Learners. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd

Chicago Manual of Style (16th Edition):

Ferguson, Betsy Lynn. “The Nature and Function of Professional Support Networks for Teachers of English Language Learners.” 2015. Doctoral Dissertation, Brigham Young University. Accessed September 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd.

MLA Handbook (7th Edition):

Ferguson, Betsy Lynn. “The Nature and Function of Professional Support Networks for Teachers of English Language Learners.” 2015. Web. 21 Sep 2019.

Vancouver:

Ferguson BL. The Nature and Function of Professional Support Networks for Teachers of English Language Learners. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2019 Sep 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd.

Council of Science Editors:

Ferguson BL. The Nature and Function of Professional Support Networks for Teachers of English Language Learners. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd


University of Ontario Institute of Technology

21. Morrison, Laura. Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning.

Degree: 2015, University of Ontario Institute of Technology

 The aim of this qualitative research study was to examine the construction of adolescents??? bi-cultural identities through an exploration of their social practices on the… (more)

Subjects/Keywords: Multiliteracies; Digital tools; English language learner; Social networking; Bi-cultural identity

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

APA (6th Edition):

Morrison, L. (2015). Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/531

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):

Morrison, Laura. “Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning.” 2015. Thesis, University of Ontario Institute of Technology. Accessed September 21, 2019. http://hdl.handle.net/10155/531.

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

MLA Handbook (7th Edition):

Morrison, Laura. “Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning.” 2015. Web. 21 Sep 2019.

Vancouver:

Morrison L. Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10155/531.

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

Council of Science Editors:

Morrison L. Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/531

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

22. Regalado, Ester M. Calderon. Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers.

Degree: 2013

Subjects/Keywords: english language learner; assessment; mathematics

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

APA (6th Edition):

Regalado, E. M. C. (2013). Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16th Edition):

Regalado, Ester M Calderon. “Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers.” 2013. Thesis, [No school]. Accessed September 21, 2019. http://hdl.handle.net/2249.1/62435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7th Edition):

Regalado, Ester M Calderon. “Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers.” 2013. Web. 21 Sep 2019.

Vancouver:

Regalado EMC. Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers. [Internet] [Thesis]. [No school]; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2249.1/62435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Regalado EMC. Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.


Georgia State University

23. Scarborough, Kelly. Leadership in High Poverty, High English Language Learner Schools, As Part of Georgia's Vision for Public Education.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  The Hispanic population is growing rapidly nationwide, and school districts across the country are faced with the challenge of guiding these learners to high… (more)

Subjects/Keywords: Georgia Vision Project; English Language Learner; Education Policy

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

APA (6th Edition):

Scarborough, K. (2016). Leadership in High Poverty, High English Language Learner Schools, As Part of Georgia's Vision for Public Education. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/149

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):

Scarborough, Kelly. “Leadership in High Poverty, High English Language Learner Schools, As Part of Georgia's Vision for Public Education.” 2016. Thesis, Georgia State University. Accessed September 21, 2019. https://scholarworks.gsu.edu/eps_diss/149.

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

MLA Handbook (7th Edition):

Scarborough, Kelly. “Leadership in High Poverty, High English Language Learner Schools, As Part of Georgia's Vision for Public Education.” 2016. Web. 21 Sep 2019.

Vancouver:

Scarborough K. Leadership in High Poverty, High English Language Learner Schools, As Part of Georgia's Vision for Public Education. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Sep 21]. Available from: https://scholarworks.gsu.edu/eps_diss/149.

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

Council of Science Editors:

Scarborough K. Leadership in High Poverty, High English Language Learner Schools, As Part of Georgia's Vision for Public Education. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/149

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

24. Gallegos, Carlos. Prevention Plan to Help Reduce Over Referrals of English Language Learners Students Into Special Education .

Degree: 2013, California State University – San Marcos

 In the 2011-2012 and 2012-2013 academic school years, a total of 342 students were referred for special education services at the Corona-Norco Unified School District.… (more)

Subjects/Keywords: English Language Learner students; special education; Thinking Maps; SIOP Model

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

APA (6th Edition):

Gallegos, C. (2013). Prevention Plan to Help Reduce Over Referrals of English Language Learners Students Into Special Education . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/552

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):

Gallegos, Carlos. “Prevention Plan to Help Reduce Over Referrals of English Language Learners Students Into Special Education .” 2013. Thesis, California State University – San Marcos. Accessed September 21, 2019. http://hdl.handle.net/10211.8/552.

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

MLA Handbook (7th Edition):

Gallegos, Carlos. “Prevention Plan to Help Reduce Over Referrals of English Language Learners Students Into Special Education .” 2013. Web. 21 Sep 2019.

Vancouver:

Gallegos C. Prevention Plan to Help Reduce Over Referrals of English Language Learners Students Into Special Education . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.8/552.

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

Council of Science Editors:

Gallegos C. Prevention Plan to Help Reduce Over Referrals of English Language Learners Students Into Special Education . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/552

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


University of Southern California

25. Powers, Shannon Tien. An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school.

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

 As accountability continues to increase with the federal act of No Child Left Behind, public school districts across the nation are asking themselves what can… (more)

Subjects/Keywords: Latino; English Language Learner; Achievement Gap; Academic Achievement; Gap Analysis

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

APA (6th Edition):

Powers, S. T. (2011). An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659

Chicago Manual of Style (16th Edition):

Powers, Shannon Tien. “An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659.

MLA Handbook (7th Edition):

Powers, Shannon Tien. “An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school.” 2011. Web. 21 Sep 2019.

Vancouver:

Powers ST. An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659.

Council of Science Editors:

Powers ST. An alternative capstone project: bridging the Latino English language learner academic achievement gap in elementary school. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/462644/rec/659


University of Southern California

26. Janson, Gretchen L. 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

 The superintendents of large, urban K-12 school districts in California have been charged with improving academic outcomes for the growing subgroup of students classified as… (more)

Subjects/Keywords: urban; superintendent; K-12; English language learner; achievement gap; leadership

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

APA (6th Edition):

Janson, G. L. (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/362090/rec/3763

Chicago Manual of Style (16th Edition):

Janson, Gretchen L. “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 September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/362090/rec/3763.

MLA Handbook (7th Edition):

Janson, Gretchen L. “Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners.” 2014. Web. 21 Sep 2019.

Vancouver:

Janson GL. 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 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/362090/rec/3763.

Council of Science Editors:

Janson GL. 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/362090/rec/3763


Universidade do Minho

27. Ferreira, António Carlos Martins. Animated cartoon humor in second language learning .

Degree: 2017, Universidade do Minho

 The thesis discusses the importance of foreign language learning which constitutes one of the basis for a good education. The use of animated cartoon humor… (more)

Subjects/Keywords: Animated cartoons; Classroom; English language; Humor; Young learner

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

APA (6th Edition):

Ferreira, A. C. M. (2017). Animated cartoon humor in second language learning . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/45937

Chicago Manual of Style (16th Edition):

Ferreira, António Carlos Martins. “Animated cartoon humor in second language learning .” 2017. Masters Thesis, Universidade do Minho. Accessed September 21, 2019. http://hdl.handle.net/1822/45937.

MLA Handbook (7th Edition):

Ferreira, António Carlos Martins. “Animated cartoon humor in second language learning .” 2017. Web. 21 Sep 2019.

Vancouver:

Ferreira ACM. Animated cartoon humor in second language learning . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1822/45937.

Council of Science Editors:

Ferreira ACM. Animated cartoon humor in second language learning . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/45937

28. Meyerott, Theresa. English Language Learner Success During the Era of Local Control Funding in California .

Degree: 2017, California State University – San Marcos

 Since California???s adoption of the Local Control Funding Formula (LCFF) and Local Control Accountability Plan (LCAP) in 2013, K???12 school districts have been given more… (more)

Subjects/Keywords: English Language Learner; local control accountability plan; local control funding formula

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

APA (6th Edition):

Meyerott, T. (2017). English Language Learner Success During the Era of Local Control Funding in California . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194753

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):

Meyerott, Theresa. “English Language Learner Success During the Era of Local Control Funding in California .” 2017. Thesis, California State University – San Marcos. Accessed September 21, 2019. http://hdl.handle.net/10211.3/194753.

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

MLA Handbook (7th Edition):

Meyerott, Theresa. “English Language Learner Success During the Era of Local Control Funding in California .” 2017. Web. 21 Sep 2019.

Vancouver:

Meyerott T. English Language Learner Success During the Era of Local Control Funding in California . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/194753.

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

Council of Science Editors:

Meyerott T. English Language Learner Success During the Era of Local Control Funding in California . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194753

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


Oklahoma State University

29. Arbuckle, Andrea Redding. Writing Development: Invented Spelling and Peer Instruction in English Language Learners.

Degree: Department of Human Development and Family Science, 2011, Oklahoma State University

 The purpose of this study was to examine the effects of peer partnerships on the writing development of English language learners. The study was qualitative… (more)

Subjects/Keywords: early childhood; english language learner; kindergarten; peer partnerships; workshop model; writing

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APA (6th Edition):

Arbuckle, A. R. (2011). Writing Development: Invented Spelling and Peer Instruction in English Language Learners. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9090

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):

Arbuckle, Andrea Redding. “Writing Development: Invented Spelling and Peer Instruction in English Language Learners.” 2011. Thesis, Oklahoma State University. Accessed September 21, 2019. http://hdl.handle.net/11244/9090.

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

MLA Handbook (7th Edition):

Arbuckle, Andrea Redding. “Writing Development: Invented Spelling and Peer Instruction in English Language Learners.” 2011. Web. 21 Sep 2019.

Vancouver:

Arbuckle AR. Writing Development: Invented Spelling and Peer Instruction in English Language Learners. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11244/9090.

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

Council of Science Editors:

Arbuckle AR. Writing Development: Invented Spelling and Peer Instruction in English Language Learners. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/9090

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


University of Minnesota

30. Leinen, Amy. The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement.

Degree: PhD, Educational Psychology, 2016, University of Minnesota

 This study examined the effects of a phonics-based intervention on the reading outcomes of non-Spanish-speaking English Learners (ELs). Thirty-Six K-3, primarily Karen- and Hmong-speaking ELs… (more)

Subjects/Keywords: English language learner; flashcard; intervention; Peer learning; phonemic awareness; reading instruction

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

APA (6th Edition):

Leinen, A. (2016). The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/185596

Chicago Manual of Style (16th Edition):

Leinen, Amy. “The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement.” 2016. Doctoral Dissertation, University of Minnesota. Accessed September 21, 2019. http://hdl.handle.net/11299/185596.

MLA Handbook (7th Edition):

Leinen, Amy. “The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement.” 2016. Web. 21 Sep 2019.

Vancouver:

Leinen A. The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11299/185596.

Council of Science Editors:

Leinen A. The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/185596

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