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You searched for subject:(English Language Learner). Showing records 1 – 30 of 211 total matches.

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Virginia Commonwealth University

1. 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 (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 October 18, 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. 18 Oct 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 Oct 18]. 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


University of Florida

2. Abreu, Laurel. Spanish Subject Personal Pronoun Use by Monolinguals, Bilinguals and Second Language Learners.

Degree: PhD, Romance Languages - Romance Languages and Literatures, 2009, University of Florida

 Various studies analyzing pronominal subject expression in Spanish have found that switch-reference, the relationship between two consecutive subjects, is the factor that most commonly constrains… (more)

Subjects/Keywords: Ambiguity; Discourse; English language learners; Language; Learning; Linguistics; Pronouns; Referents; Reflexive verbs; Verbs; acquisition, advanced, bilingual, caribbean, english, expression, intermediate, language, learner, monolingual, morphology, morphosyntax, native, nonnative, null, overt, pronouns, puerto, rico, second, spanish, subject, syntax, variation

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APA (6th Edition):

Abreu, L. (2009). Spanish Subject Personal Pronoun Use by Monolinguals, Bilinguals and Second Language Learners. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0025112

Chicago Manual of Style (16th Edition):

Abreu, Laurel. “Spanish Subject Personal Pronoun Use by Monolinguals, Bilinguals and Second Language Learners.” 2009. Doctoral Dissertation, University of Florida. Accessed October 18, 2019. http://ufdc.ufl.edu/UFE0025112.

MLA Handbook (7th Edition):

Abreu, Laurel. “Spanish Subject Personal Pronoun Use by Monolinguals, Bilinguals and Second Language Learners.” 2009. Web. 18 Oct 2019.

Vancouver:

Abreu L. Spanish Subject Personal Pronoun Use by Monolinguals, Bilinguals and Second Language Learners. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Oct 18]. Available from: http://ufdc.ufl.edu/UFE0025112.

Council of Science Editors:

Abreu L. Spanish Subject Personal Pronoun Use by Monolinguals, Bilinguals and Second Language Learners. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0025112


Victoria University of Wellington

3. Agustina, Dwi. A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study.

Degree: 2017, Victoria University of Wellington

 The new junior high school curriculum in Indonesia requires teachers to develop learner autonomy and create a student-centred approach in English classrooms. It is therefore… (more)

Subjects/Keywords: Teachers' beliefs; Learner autonomy; Complex systems; EFL; English as a Foreign Language; Perceptions; Complexity theory; Mixed-methods

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APA (6th Edition):

Agustina, D. (2017). A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6351

Chicago Manual of Style (16th Edition):

Agustina, Dwi. “A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed October 18, 2019. http://hdl.handle.net/10063/6351.

MLA Handbook (7th Edition):

Agustina, Dwi. “A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study.” 2017. Web. 18 Oct 2019.

Vancouver:

Agustina D. A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10063/6351.

Council of Science Editors:

Agustina D. A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6351

4. Ahmed, Farhana. Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices.

Degree: PhD, Linguistics and Applied Linguistics (Applied Linguistics), 2019, York University

 The growth of post-secondary English for Academic purposes (EAP) programs along with researchers awareness and interest in leveraging technological tools in support of student-centered learning… (more)

Subjects/Keywords: Teacher education; TELL; CALL; EAP; Potentials of CALL; Learner Beliefs; Learner Perspectives; Learner Voices; EAP Learner Beliefs; Learner experience in TELL; Learner Practices in TELL; Blended Learning; Learner Beliefs towards Educational Technology; Technology-enhanced Language Learning; Computer Assisted Language Learning; English for Academic Purposes.

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APA (6th Edition):

Ahmed, F. (2019). Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/36297

Chicago Manual of Style (16th Edition):

Ahmed, Farhana. “Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices.” 2019. Doctoral Dissertation, York University. Accessed October 18, 2019. http://hdl.handle.net/10315/36297.

MLA Handbook (7th Edition):

Ahmed, Farhana. “Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices.” 2019. Web. 18 Oct 2019.

Vancouver:

Ahmed F. Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10315/36297.

Council of Science Editors:

Ahmed F. Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/36297


University of California – Berkeley

5. Almanzo, Maria De Los Angeles. 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California.

Degree: Education, 2011, University of California – Berkeley

 AbstractThe focus of this study took into account the collective literacy and language learning experiences of one multi-generational Latino family in relation to their community… (more)

Subjects/Keywords: English as a second language; Reading instruction; Culturally Diverse Student; Early Literacy; Linguistically Diverse Student; Second Language Learner

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APA (6th Edition):

Almanzo, M. D. L. A. (2011). 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/69w9m1fx

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):

Almanzo, Maria De Los Angeles. “'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California.” 2011. Thesis, University of California – Berkeley. Accessed October 18, 2019. http://www.escholarship.org/uc/item/69w9m1fx.

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

MLA Handbook (7th Edition):

Almanzo, Maria De Los Angeles. “'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California.” 2011. Web. 18 Oct 2019.

Vancouver:

Almanzo MDLA. 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Oct 18]. Available from: http://www.escholarship.org/uc/item/69w9m1fx.

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

Council of Science Editors:

Almanzo MDLA. 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/69w9m1fx

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

6. Alotaibi, Nawal. The Impact of Digital Audio Listening on Saudi Arabian English Language Learners' Speaking and Comprehension.

Degree: MEd, Curriculum and Teaching, 2014, Bowling Green State University

 This study examined the impact of digital audio listening on English language learning and comprehension skills. The research aim of this study was to examine… (more)

Subjects/Keywords: Education; Educational Technology; digital audio; English language learner; speaking; comprehension

language learner, I think it is help me on my English skills and have new words, improving my… …39 Research question three: What kind of educational radio topics do English language… …for the learner to gain new language skills. Students who come to the United States to learn… …for English listening comprehension skills which are important as a first language… …Learning English as a second language has been an important major in many colleges, such as… 

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APA (6th Edition):

Alotaibi, N. (2014). The Impact of Digital Audio Listening on Saudi Arabian English Language Learners' Speaking and Comprehension. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395257386

Chicago Manual of Style (16th Edition):

Alotaibi, Nawal. “The Impact of Digital Audio Listening on Saudi Arabian English Language Learners' Speaking and Comprehension.” 2014. Masters Thesis, Bowling Green State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395257386.

MLA Handbook (7th Edition):

Alotaibi, Nawal. “The Impact of Digital Audio Listening on Saudi Arabian English Language Learners' Speaking and Comprehension.” 2014. Web. 18 Oct 2019.

Vancouver:

Alotaibi N. The Impact of Digital Audio Listening on Saudi Arabian English Language Learners' Speaking and Comprehension. [Internet] [Masters thesis]. Bowling Green State University; 2014. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395257386.

Council of Science Editors:

Alotaibi N. The Impact of Digital Audio Listening on Saudi Arabian English Language Learners' Speaking and Comprehension. [Masters Thesis]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395257386

7. 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 (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 October 18, 2019. 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. 18 Oct 2019.

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 2019 Oct 18]. 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


University of KwaZulu-Natal

8. Anyanwu, Munachiso Anselm. Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal.

Degree: 2016, University of KwaZulu-Natal

 The purpose of this study was to understand student teachers’ experiences of the high school English classroom, and the impact, if any, of their experiences… (more)

Subjects/Keywords: English - Study and Teaching.; English Language Teaching and Learning in Secondary Schools.; Student Teachers Experiences.; Theses - Education.; Learner experiences.; Tertiary Experiences.; English language.; High school.

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APA (6th Edition):

Anyanwu, M. A. (2016). Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15388

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):

Anyanwu, Munachiso Anselm. “Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal.” 2016. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/15388.

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

MLA Handbook (7th Edition):

Anyanwu, Munachiso Anselm. “Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal.” 2016. Web. 18 Oct 2019.

Vancouver:

Anyanwu MA. Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/15388.

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

Council of Science Editors:

Anyanwu MA. Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15388

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


Oklahoma State University

9. 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 October 18, 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. 18 Oct 2019.

Vancouver:

Arbuckle AR. Writing Development: Invented Spelling and Peer Instruction in English Language Learners. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Oct 18]. 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

10. Arcon, Nina. Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation.

Degree: 2015, University of Western Ontario

 Writing is working memory intensive for all students, including English language learners (ELLs). Cognitive processes in writing such as transcription compete for limited resources in… (more)

Subjects/Keywords: English language learner (ELL); dictation; speech-to-text; persuasive writing; cognitive load; Education; Educational Psychology

…with struggling writers, other than English language learners (ELLs), has shown… …during note-taking. The researchers held two lectures; one in English (the second language… …They had undergraduate, native speakers of English with varying language experience in French… …and German think aloud while composing essays in English and in the second language. Written… …McCutchen, 1996). Students composing in a second language face additional tasks during… 

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APA (6th Edition):

Arcon, N. (2015). Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3271

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):

Arcon, Nina. “Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation.” 2015. Thesis, University of Western Ontario. Accessed October 18, 2019. https://ir.lib.uwo.ca/etd/3271.

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

MLA Handbook (7th Edition):

Arcon, Nina. “Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation.” 2015. Web. 18 Oct 2019.

Vancouver:

Arcon N. Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation. [Internet] [Thesis]. University of Western Ontario; 2015. [cited 2019 Oct 18]. Available from: https://ir.lib.uwo.ca/etd/3271.

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

Council of Science Editors:

Arcon N. Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation. [Thesis]. University of Western Ontario; 2015. Available from: https://ir.lib.uwo.ca/etd/3271

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

11. Baker, Gregory Anthony. The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third Grade Who Attended Multiple Years Of Summer Remediation Programs.

Degree: PhD, Educational Studies, 2013, Purdue University

  Baker, Gregory A. Ph.D., Purdue University, December 2013. The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third… (more)

Subjects/Keywords: english language learner; summer learning loss; summer school; Bilingual, Multilingual, and Multicultural Education; Educational Leadership; Elementary Education and Teaching

…Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten… …language acquisition increase for English Language Learner students in kindergarten through third… …x28;LE) to English Language Learner (ELL). From this point onward, the… …researcher will use the identifier of English Language Learner (ELL). According to… …students identified as English Language Learner (ELL). According to the 2010 Census… 

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APA (6th Edition):

Baker, G. A. (2013). The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third Grade Who Attended Multiple Years Of Summer Remediation Programs. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/182

Chicago Manual of Style (16th Edition):

Baker, Gregory Anthony. “The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third Grade Who Attended Multiple Years Of Summer Remediation Programs.” 2013. Doctoral Dissertation, Purdue University. Accessed October 18, 2019. https://docs.lib.purdue.edu/open_access_dissertations/182.

MLA Handbook (7th Edition):

Baker, Gregory Anthony. “The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third Grade Who Attended Multiple Years Of Summer Remediation Programs.” 2013. Web. 18 Oct 2019.

Vancouver:

Baker GA. The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third Grade Who Attended Multiple Years Of Summer Remediation Programs. [Internet] [Doctoral dissertation]. Purdue University; 2013. [cited 2019 Oct 18]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/182.

Council of Science Editors:

Baker GA. The Effect On Cumulative Language Acquisition Increase For English Language Learner Students In Kindergarten Through Third Grade Who Attended Multiple Years Of Summer Remediation Programs. [Doctoral Dissertation]. Purdue University; 2013. Available from: https://docs.lib.purdue.edu/open_access_dissertations/182


Temple University

12. Balint, Dennis Martin. Factors Affecting Learner Satisfaction in EFL Program Evaluation.

Degree: 2009, Temple University

CITE/Language Arts

Ed.D.

To provide quality assurance to various stakeholders, current foreign language program evaluation practices often incorporate learners' satisfaction of their language program experiences.… (more)

Subjects/Keywords: Education, Administration; Education, Language and Literature; Language, General; English as a Second Language; Learner background; Learner satisfaction; Path Analysis; Program evaluation; Quality Assurance

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APA (6th Edition):

Balint, D. M. (2009). Factors Affecting Learner Satisfaction in EFL Program Evaluation. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,49562

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):

Balint, Dennis Martin. “Factors Affecting Learner Satisfaction in EFL Program Evaluation.” 2009. Thesis, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,49562.

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

MLA Handbook (7th Edition):

Balint, Dennis Martin. “Factors Affecting Learner Satisfaction in EFL Program Evaluation.” 2009. Web. 18 Oct 2019.

Vancouver:

Balint DM. Factors Affecting Learner Satisfaction in EFL Program Evaluation. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,49562.

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

Council of Science Editors:

Balint DM. Factors Affecting Learner Satisfaction in EFL Program Evaluation. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,49562

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


Liberty University

13. Barber, David. A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students.

Degree: 2012, Liberty University

 I examined the home environment and the amount of academic support non-English speaking parents are able to provide for their English Language Learner (ELL) children… (more)

Subjects/Keywords: CLD achievement gap; culturally and linguistically diverse learners; English language learner; Hispanic parental involvement; Second Language Acquisition Theory; Education, Administration; Education, Bilingual and Multicultural; Education, Curriculum and Instruction; Education, General; Language, General; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; First and Second Language Acquisition

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APA (6th Edition):

Barber, D. (2012). A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/630

Chicago Manual of Style (16th Edition):

Barber, David. “A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students.” 2012. Doctoral Dissertation, Liberty University. Accessed October 18, 2019. http://digitalcommons.liberty.edu/doctoral/630.

MLA Handbook (7th Edition):

Barber, David. “A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students.” 2012. Web. 18 Oct 2019.

Vancouver:

Barber D. A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Oct 18]. Available from: http://digitalcommons.liberty.edu/doctoral/630.

Council of Science Editors:

Barber D. A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/630

14. Barber, Mariah E. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.

Degree: MA, Educational Studies, 2015, The Ohio State University

 This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension… (more)

Subjects/Keywords: Special Education; urban learners, culturally relevant, English Language Learner, oral reading fluency, computer-assisted instruction, repeated reading

…including a participant who was an English Language Learner. This intervention included a cold… …2013). The data are even bleaker for children who are English language learners (… …learning disabilities. RRI for English Language Learners There is a growing body of evidence for… …students selected were identified as English language learners as designated by the OTELA… …and .83 for DORF CWPM. OTELA. The development of the Ohio Test of English Language… 

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APA (6th Edition):

Barber, M. E. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

Chicago Manual of Style (16th Edition):

Barber, Mariah E. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.” 2015. Masters Thesis, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

MLA Handbook (7th Edition):

Barber, Mariah E. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.” 2015. Web. 18 Oct 2019.

Vancouver:

Barber ME. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

Council of Science Editors:

Barber ME. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583


University of Southern California

15. Benjamin, Ashley Ygraine. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.

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

 An Alternative Capstone Project: Closing the Achievement Gap for Latino English Language Learners in Elementary School is a collaborative project between three USC dissertation students… (more)

Subjects/Keywords: education; achievement gap; Latino; Hispanic; elementary school; English language learner; leadership

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APA (6th Edition):

Benjamin, A. Y. (2011). An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661

Chicago Manual of Style (16th Edition):

Benjamin, Ashley Ygraine. “An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661.

MLA Handbook (7th Edition):

Benjamin, Ashley Ygraine. “An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school.” 2011. Web. 18 Oct 2019.

Vancouver:

Benjamin AY. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661.

Council of Science Editors:

Benjamin AY. An alternative capstone project: closing the achievement gap for Latino English language learners in elementary school. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/416395/rec/661


Liberty University

16. Benoit, Jeanette. The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners.

Degree: 2017, Liberty University

English language learners (ELLs) in America face huge challenges in middle school. Although many ELLs quickly assimilate into the American culture and develop their social… (more)

Subjects/Keywords: Academic Vocabulary; English Language Learner; Game-Based Games; Gender; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

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APA (6th Edition):

Benoit, J. (2017). The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1376

Chicago Manual of Style (16th Edition):

Benoit, Jeanette. “The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners.” 2017. Doctoral Dissertation, Liberty University. Accessed October 18, 2019. http://digitalcommons.liberty.edu/doctoral/1376.

MLA Handbook (7th Edition):

Benoit, Jeanette. “The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners.” 2017. Web. 18 Oct 2019.

Vancouver:

Benoit J. The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 18]. Available from: http://digitalcommons.liberty.edu/doctoral/1376.

Council of Science Editors:

Benoit J. The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1376

17. 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… …eligible for English Language Learner services. However, often when a child is classified as an… …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… 

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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 October 18, 2019. 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. 18 Oct 2019.

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 2019 Oct 18]. 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 Toronto

18. Black-Allen, Jesse. Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test.

Degree: 2011, University of Toronto

Policy guidelines of the Education Quality and Accountability Office (EQAO) state that accommodations and participation decisions on the Ontario Secondary School Literacy Test (OSSLT) do… (more)

Subjects/Keywords: English language learner; special needs; standardized tests; accommodation; participation; fairness; 0529; 0282; 0288

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APA (6th Edition):

Black-Allen, J. (2011). Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/27320

Chicago Manual of Style (16th Edition):

Black-Allen, Jesse. “Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test.” 2011. Masters Thesis, University of Toronto. Accessed October 18, 2019. http://hdl.handle.net/1807/27320.

MLA Handbook (7th Edition):

Black-Allen, Jesse. “Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test.” 2011. Web. 18 Oct 2019.

Vancouver:

Black-Allen J. Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1807/27320.

Council of Science Editors:

Black-Allen J. Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27320


Georgia Southern University

19. Blackmon, Kathryn. Intertwined Cultural Journeys: An Autoethnography of Learning, Teaching, and Affirming Diversity through Multicultural Music.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2011, Georgia Southern University

 As our schools gain more and more children from different cultures and ethnicities, there is an increasing need to diversify curriculum to assist in cultivating… (more)

Subjects/Keywords: ETD; Autoethnography; Self-study; Curriculum studies; Critical consciousness; English language learner (ELL); Immigrant students; Multiculturalism; Multicultural education; Music; Student empowerment; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Blackmon, K. (2011). Intertwined Cultural Journeys: An Autoethnography of Learning, Teaching, and Affirming Diversity through Multicultural Music. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/559

Chicago Manual of Style (16th Edition):

Blackmon, Kathryn. “Intertwined Cultural Journeys: An Autoethnography of Learning, Teaching, and Affirming Diversity through Multicultural Music.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed October 18, 2019. https://digitalcommons.georgiasouthern.edu/etd/559.

MLA Handbook (7th Edition):

Blackmon, Kathryn. “Intertwined Cultural Journeys: An Autoethnography of Learning, Teaching, and Affirming Diversity through Multicultural Music.” 2011. Web. 18 Oct 2019.

Vancouver:

Blackmon K. Intertwined Cultural Journeys: An Autoethnography of Learning, Teaching, and Affirming Diversity through Multicultural Music. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Oct 18]. Available from: https://digitalcommons.georgiasouthern.edu/etd/559.

Council of Science Editors:

Blackmon K. Intertwined Cultural Journeys: An Autoethnography of Learning, Teaching, and Affirming Diversity through Multicultural Music. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/559


California State University – San Bernardino

20. 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 http://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 October 18, 2019. http://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. 18 Oct 2019.

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 2019 Oct 18]. Available from: http://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: http://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 Otago

21. Bowen, Sarah. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand .

Degree: 2010, University of Otago

 This study investigates the motivations to learn English of Chinese second language students studying in New Zealand. It also examines their views of the New… (more)

Subjects/Keywords: second language teaching; motivation; Chinese; English; China; phases; motivational change; language learner; L2; psychological aspects; social aspects; student attitudes; academic achievement; study and teaching

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APA (6th Edition):

Bowen, S. (2010). The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/324

Chicago Manual of Style (16th Edition):

Bowen, Sarah. “The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand .” 2010. Masters Thesis, University of Otago. Accessed October 18, 2019. http://hdl.handle.net/10523/324.

MLA Handbook (7th Edition):

Bowen, Sarah. “The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand .” 2010. Web. 18 Oct 2019.

Vancouver:

Bowen S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand . [Internet] [Masters thesis]. University of Otago; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10523/324.

Council of Science Editors:

Bowen S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand . [Masters Thesis]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/324


Kansas State University

22. Brooks, Kathryn A. In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production.

Degree: PhD, Curriculum and Instruction Programs, 2006, Kansas State University

 This study utilized an ecobehaviorial approach to investigate the relationship between English language learner language use in middle school content area classrooms and instructional grouping… (more)

Subjects/Keywords: ESL; English language learner; classroom interaction; academic language; ecobehavioral; middle school; Education, Bilingual and Multicultural (0282); Education, Curriculum and Instruction (0727); Education, Language and Literature (0279)

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APA (6th Edition):

Brooks, K. A. (2006). In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/238

Chicago Manual of Style (16th Edition):

Brooks, Kathryn A. “In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production.” 2006. Doctoral Dissertation, Kansas State University. Accessed October 18, 2019. http://hdl.handle.net/2097/238.

MLA Handbook (7th Edition):

Brooks, Kathryn A. “In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production.” 2006. Web. 18 Oct 2019.

Vancouver:

Brooks KA. In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2097/238.

Council of Science Editors:

Brooks KA. In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/238


SUNY College at Brockport

23. 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 October 18, 2019. 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. 18 Oct 2019.

Vancouver:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Oct 18]. 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 Newcastle

24. Bui, Thi Nhung. Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In language learning, students’ competence can be improved if they reflect on their learning processes and become more… (more)

Subjects/Keywords: learner autonomy; lecturers' attitudes; English as a foreign language; higher education; Vietnam

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APA (6th Edition):

Bui, T. N. (2017). Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1342355

Chicago Manual of Style (16th Edition):

Bui, Thi Nhung. “Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam.” 2017. Doctoral Dissertation, University of Newcastle. Accessed October 18, 2019. http://hdl.handle.net/1959.13/1342355.

MLA Handbook (7th Edition):

Bui, Thi Nhung. “Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam.” 2017. Web. 18 Oct 2019.

Vancouver:

Bui TN. Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1959.13/1342355.

Council of Science Editors:

Bui TN. Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1342355


Ohio University

25. Cai, Jinghong. The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program.

Degree: PhD, Curriculum and Instruction Special Education (Education), 2019, Ohio University

 The use of heritage language at home is a highly-debated issue when discussing whether it is a disadvantage or a positive ethnic resource for children’s… (more)

Subjects/Keywords: Early Childhood Education; Education; Mathematics Education; Home language; numeracy; early math; achievement; early childhood; math learning; English learner

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APA (6th Edition):

Cai, J. (2019). The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993

Chicago Manual of Style (16th Edition):

Cai, Jinghong. “The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program.” 2019. Doctoral Dissertation, Ohio University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.

MLA Handbook (7th Edition):

Cai, Jinghong. “The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program.” 2019. Web. 18 Oct 2019.

Vancouver:

Cai J. The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program. [Internet] [Doctoral dissertation]. Ohio University; 2019. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.

Council of Science Editors:

Cai J. The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program. [Doctoral Dissertation]. Ohio University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993

26. Carrero, Maria Angella Guzman. Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum.

Degree: English, 2016, Dalarna University

  Learning English as a foreign language (EFL) entails different factors. Language learners use different strategies in order to make their language acquisition successful. Motivation… (more)

Subjects/Keywords: EFL students’ beliefs; foreign language acquisition; English in the Swedish curriculum; language learning success; the good language learner; motivation; self-regulation.; Specific Languages; Studier av enskilda språk

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

APA (6th Edition):

Carrero, M. A. G. (2016). Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-23056

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):

Carrero, Maria Angella Guzman. “Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum.” 2016. Thesis, Dalarna University. Accessed October 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23056.

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

MLA Handbook (7th Edition):

Carrero, Maria Angella Guzman. “Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum.” 2016. Web. 18 Oct 2019.

Vancouver:

Carrero MAG. Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Oct 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-23056.

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

Council of Science Editors:

Carrero MAG. Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-23056

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

27. Carroll, Patricia Elaine. English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2015, UCLA

 This study investigates the influences and constraints on data use pertaining to initial classification, reclassification, and educational programming for English Learners (ELs). A growing number… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; Special education; data use; decision rules; English language proficiency assessment; English learner; reclassification; students with disabilities

Language-as-resource in English learner assessment systems: Evaluating the fit of classification… …119 vi List of Tables Table 1: State Composite Rule: California English Language… …English Language Proficiency Assessment for English Language Learners and Native English… …Angeles Evaluating the Validity of English-Language Assessments (EVEA) Project, 2010… …Specialist, University of Southern California, 2001 – 2003 ELD/English Language Arts/History… 

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

APA (6th Edition):

Carroll, P. E. (2015). English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5cz284p6

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):

Carroll, Patricia Elaine. “English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study.” 2015. Thesis, UCLA. Accessed October 18, 2019. http://www.escholarship.org/uc/item/5cz284p6.

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

MLA Handbook (7th Edition):

Carroll, Patricia Elaine. “English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study.” 2015. Web. 18 Oct 2019.

Vancouver:

Carroll PE. English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Oct 18]. Available from: http://www.escholarship.org/uc/item/5cz284p6.

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

Council of Science Editors:

Carroll PE. English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/5cz284p6

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

28. Celozzi, Christopher L. Examining the ELL professional development experiences of general educators with English language learners: a narrative research study using Schön's theory of the reflective practitioner.

Degree: EdD, School of Education, 2017, Northeastern University

 This narrative research study explored how general education teachers describe their ELL professional development experiences. Specifically, this project revealed general educators reflective practices in terms… (more)

Subjects/Keywords: English language learner; professional development; reflection; teachers of ELLs

…With the challenges experienced by English language learner students in the United States, a… …1. English language learner professional development in Massachusetts. 2. General… …several key words and phrases: English language learner, English as a second language, learning… …discussion on teacher preparedness and aptitude regarding English language learner education and… …the U.S. student population will be classified as English language learners (ELLs)… 

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

APA (6th Edition):

Celozzi, C. L. (2017). Examining the ELL professional development experiences of general educators with English language learners: a narrative research study using Schön's theory of the reflective practitioner. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20241927

Chicago Manual of Style (16th Edition):

Celozzi, Christopher L. “Examining the ELL professional development experiences of general educators with English language learners: a narrative research study using Schön's theory of the reflective practitioner.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/D20241927.

MLA Handbook (7th Edition):

Celozzi, Christopher L. “Examining the ELL professional development experiences of general educators with English language learners: a narrative research study using Schön's theory of the reflective practitioner.” 2017. Web. 18 Oct 2019.

Vancouver:

Celozzi CL. Examining the ELL professional development experiences of general educators with English language learners: a narrative research study using Schön's theory of the reflective practitioner. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/D20241927.

Council of Science Editors:

Celozzi CL. Examining the ELL professional development experiences of general educators with English language learners: a narrative research study using Schön's theory of the reflective practitioner. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20241927


Sardar Patel University

29. Chauhan, Kirankumar I. English language learner in primary schools of Gujarat a sociolinguistic perspective;.

Degree: English, 2012, Sardar Patel University

None newline

Reference given in the 161p.

Advisors/Committee Members: Jadeja, Rajendrasinh.

Subjects/Keywords: English language learner; primary schools; sociolinguistic

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APA (6th Edition):

Chauhan, K. I. (2012). English language learner in primary schools of Gujarat a sociolinguistic perspective;. (Thesis). Sardar Patel University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/40959

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):

Chauhan, Kirankumar I. “English language learner in primary schools of Gujarat a sociolinguistic perspective;.” 2012. Thesis, Sardar Patel University. Accessed October 18, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/40959.

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

MLA Handbook (7th Edition):

Chauhan, Kirankumar I. “English language learner in primary schools of Gujarat a sociolinguistic perspective;.” 2012. Web. 18 Oct 2019.

Vancouver:

Chauhan KI. English language learner in primary schools of Gujarat a sociolinguistic perspective;. [Internet] [Thesis]. Sardar Patel University; 2012. [cited 2019 Oct 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/40959.

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

Council of Science Editors:

Chauhan KI. English language learner in primary schools of Gujarat a sociolinguistic perspective;. [Thesis]. Sardar Patel University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/40959

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


University of Sydney

30. Chen, Chen. Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China .

Degree: 2018, University of Sydney

 This case study is designed to examine Chinese university students’ English as a foreign language (EFL) learning in an online interactive context. Investigation focused on… (more)

Subjects/Keywords: Computer-assisted language learning; English as a foreign language; interactive language learning; learner autonomy; scaffolding; Zone of Proximal Development

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

APA (6th Edition):

Chen, C. (2018). Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20388

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):

Chen, Chen. “Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China .” 2018. Thesis, University of Sydney. Accessed October 18, 2019. http://hdl.handle.net/2123/20388.

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

MLA Handbook (7th Edition):

Chen, Chen. “Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China .” 2018. Web. 18 Oct 2019.

Vancouver:

Chen C. Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2123/20388.

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

Council of Science Editors:

Chen C. Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20388

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

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