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You searched for subject:(English Language Learner). Showing records 31 – 60 of 211 total matches.

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Boston College

31. O'Connor, Kevin Michael. Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2015, Boston College

English learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic… (more)

Subjects/Keywords: Academic Language; English Learner; Mixed method; Scaffolding; Secondary Education; Sheltered Instruction

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APA (6th Edition):

O'Connor, K. M. (2015). Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104233

Chicago Manual of Style (16th Edition):

O'Connor, Kevin Michael. “Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners.” 2015. Doctoral Dissertation, Boston College. Accessed October 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104233.

MLA Handbook (7th Edition):

O'Connor, Kevin Michael. “Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners.” 2015. Web. 22 Oct 2019.

Vancouver:

O'Connor KM. Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Oct 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104233.

Council of Science Editors:

O'Connor KM. Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104233


University of Bridgeport

32. Sims, Violet. Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study .

Degree: 2018, University of Bridgeport

 This action research study evaluated and sought to improve teacher professional development (PD) strategies designed to instill culturally and linguistically responsive pedagogies in classrooms at… (more)

Subjects/Keywords: Professional development; English language learner; Culturally responsive; Sheltered instruction

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APA (6th Edition):

Sims, V. (2018). Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488

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):

Sims, Violet. “Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study .” 2018. Thesis, University of Bridgeport. Accessed October 22, 2019. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488.

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

MLA Handbook (7th Edition):

Sims, Violet. “Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study .” 2018. Web. 22 Oct 2019.

Vancouver:

Sims V. Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study . [Internet] [Thesis]. University of Bridgeport; 2018. [cited 2019 Oct 22]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488.

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

Council of Science Editors:

Sims V. Professional Development For Culturally And Linguistically Responsive Classrooms: An Action Research Study . [Thesis]. University of Bridgeport; 2018. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2488

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


Brigham Young University

33. Forbush, Jesika Lee. Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists.

Degree: EdS, 2017, Brigham Young University

 The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for… (more)

Subjects/Keywords: specific learning disability; assessment; school psychologist; English language learner; Counseling Psychology

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APA (6th Edition):

Forbush, J. L. (2017). Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd

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):

Forbush, Jesika Lee. “Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists.” 2017. Thesis, Brigham Young University. Accessed October 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd.

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

MLA Handbook (7th Edition):

Forbush, Jesika Lee. “Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists.” 2017. Web. 22 Oct 2019.

Vancouver:

Forbush JL. Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists. [Internet] [Thesis]. Brigham Young University; 2017. [cited 2019 Oct 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd.

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

Council of Science Editors:

Forbush JL. Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists. [Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd

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


University of Southern California

34. 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 22, 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. 22 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 22]. 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


University of Iowa

35. Lakin, Joni Marie. Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students.

Degree: PhD, Psychological and Quantitative Foundations, 2010, University of Iowa

  Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that… (more)

Subjects/Keywords: Cognitive Abilities; English language learner; Test Construction; Educational Psychology

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APA (6th Edition):

Lakin, J. M. (2010). Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/536

Chicago Manual of Style (16th Edition):

Lakin, Joni Marie. “Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students.” 2010. Doctoral Dissertation, University of Iowa. Accessed October 22, 2019. https://ir.uiowa.edu/etd/536.

MLA Handbook (7th Edition):

Lakin, Joni Marie. “Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students.” 2010. Web. 22 Oct 2019.

Vancouver:

Lakin JM. Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students. [Internet] [Doctoral dissertation]. University of Iowa; 2010. [cited 2019 Oct 22]. Available from: https://ir.uiowa.edu/etd/536.

Council of Science Editors:

Lakin JM. Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students. [Doctoral Dissertation]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/536


University of Minnesota

36. Schornack, Miranda. Whiteness and Raciolinguistic Ideologies in the Preparation of Content Teachers for Working with Language-Minoritized Youth.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 We must attend to raciolinguistic ideologies (Flores & Rosa, 2015) in the preparation of new teachers to work with language-minoritized students. Racism and linguicism are… (more)

Subjects/Keywords: Content teacher; Critical incidents; English learner; Language-minoritized; Raciolinguistics; Whiteness

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APA (6th Edition):

Schornack, M. (2019). Whiteness and Raciolinguistic Ideologies in the Preparation of Content Teachers for Working with Language-Minoritized Youth. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206385

Chicago Manual of Style (16th Edition):

Schornack, Miranda. “Whiteness and Raciolinguistic Ideologies in the Preparation of Content Teachers for Working with Language-Minoritized Youth.” 2019. Doctoral Dissertation, University of Minnesota. Accessed October 22, 2019. http://hdl.handle.net/11299/206385.

MLA Handbook (7th Edition):

Schornack, Miranda. “Whiteness and Raciolinguistic Ideologies in the Preparation of Content Teachers for Working with Language-Minoritized Youth.” 2019. Web. 22 Oct 2019.

Vancouver:

Schornack M. Whiteness and Raciolinguistic Ideologies in the Preparation of Content Teachers for Working with Language-Minoritized Youth. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11299/206385.

Council of Science Editors:

Schornack M. Whiteness and Raciolinguistic Ideologies in the Preparation of Content Teachers for Working with Language-Minoritized Youth. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206385


Texas State University – San Marcos

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

Degree: MA, Curriculum and Instruction, 2007, Texas State University – San Marcos

 With the implementation in 2003 of the federal education law known as No Child Left Behind, students from all cultural and linguistic backgrounds, including English(more)

Subjects/Keywords: English language learner; Assessment; Mathematics

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APA (6th Edition):

Regalado, E. C. (2007). Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/3416

Chicago Manual of Style (16th Edition):

Regalado, Ester Calderon. “Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers.” 2007. Masters Thesis, Texas State University – San Marcos. Accessed October 22, 2019. https://digital.library.txstate.edu/handle/10877/3416.

MLA Handbook (7th Edition):

Regalado, Ester Calderon. “Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers.” 2007. Web. 22 Oct 2019.

Vancouver:

Regalado EC. Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2007. [cited 2019 Oct 22]. Available from: https://digital.library.txstate.edu/handle/10877/3416.

Council of Science Editors:

Regalado EC. Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers. [Masters Thesis]. Texas State University – San Marcos; 2007. Available from: https://digital.library.txstate.edu/handle/10877/3416

38. 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 22, 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. 22 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 22]. 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


Georgia State University

39. Southall, Aubrey. Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The EL (English learner) population is rapidly growing in the United States. ELs most often are finding themselves placed in classrooms without ESOL trained… (more)

Subjects/Keywords: English learner; English language learner; culturally relevant biographies; social studies instruction; Latino American History; elementary social studies; preservice teachers

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APA (6th Edition):

Southall, A. (2016). Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/25

Chicago Manual of Style (16th Edition):

Southall, Aubrey. “Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction.” 2016. Doctoral Dissertation, Georgia State University. Accessed October 22, 2019. https://scholarworks.gsu.edu/mse_diss/25.

MLA Handbook (7th Edition):

Southall, Aubrey. “Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction.” 2016. Web. 22 Oct 2019.

Vancouver:

Southall A. Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Oct 22]. Available from: https://scholarworks.gsu.edu/mse_diss/25.

Council of Science Editors:

Southall A. Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/25


University of Alabama

40. Edmonds, Margaret Jensen. Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access.

Degree: 2014, University of Alabama

 This study investigated the impact of preparing English learners for the ARMT+ and the ACCESS on the classroom pedagogy and practice of 4 case study… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; English as a second language; Education; ACCESS; ARMT+; English Learner

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APA (6th Edition):

Edmonds, M. J. (2014). Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105082

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):

Edmonds, Margaret Jensen. “Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access.” 2014. Thesis, University of Alabama. Accessed October 22, 2019. http://purl.lib.ua.edu/105082.

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

MLA Handbook (7th Edition):

Edmonds, Margaret Jensen. “Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access.” 2014. Web. 22 Oct 2019.

Vancouver:

Edmonds MJ. Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Oct 22]. Available from: http://purl.lib.ua.edu/105082.

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

Council of Science Editors:

Edmonds MJ. Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105082

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


University of Western Ontario

41. Smiley, Eric, Mr. Truth Functions and Memory in English Language Learners.

Degree: 2016, University of Western Ontario

English Language Learners (ELLs) are consistently found to overuse, misunderstand, and misuse connectives in the English language (Bolton et al., 2002; Chen, 2006; Hinkel, 2002;… (more)

Subjects/Keywords: English Language Learner; truth function; English connective; memory; conjunctive bias; education; Curriculum and Instruction

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APA (6th Edition):

Smiley, Eric, M. (2016). Truth Functions and Memory in English Language Learners. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3830

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):

Smiley, Eric, Mr. “Truth Functions and Memory in English Language Learners.” 2016. Thesis, University of Western Ontario. Accessed October 22, 2019. https://ir.lib.uwo.ca/etd/3830.

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

MLA Handbook (7th Edition):

Smiley, Eric, Mr. “Truth Functions and Memory in English Language Learners.” 2016. Web. 22 Oct 2019.

Vancouver:

Smiley, Eric M. Truth Functions and Memory in English Language Learners. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Oct 22]. Available from: https://ir.lib.uwo.ca/etd/3830.

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

Council of Science Editors:

Smiley, Eric M. Truth Functions and Memory in English Language Learners. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3830

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


Temple University

42. Suzuki, Sakae. Language Learners' Beliefs: Development and Change.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high… (more)

Subjects/Keywords: English as a second language; Education; Language arts; Change; Development; Learner beliefs

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APA (6th Edition):

Suzuki, S. (2012). Language Learners' Beliefs: Development and Change. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,175672

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):

Suzuki, Sakae. “Language Learners' Beliefs: Development and Change.” 2012. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,175672.

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

MLA Handbook (7th Edition):

Suzuki, Sakae. “Language Learners' Beliefs: Development and Change.” 2012. Web. 22 Oct 2019.

Vancouver:

Suzuki S. Language Learners' Beliefs: Development and Change. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,175672.

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

Council of Science Editors:

Suzuki S. Language Learners' Beliefs: Development and Change. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,175672

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

43. Kean, Steven. Understanding the Language Learning Strategies of English Language Learners in the Community College System.

Degree: MEd TESOL, Literacy and Culture, Learning and Teaching, 2018, University of San Diego

  This study focused on English language teaching and learning through the lens of language-learning strategies, and how strategies-based instruction is implemented within the community… (more)

Subjects/Keywords: language learning strategies; adult English learner; community college; Language and Literacy Education

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APA (6th Edition):

Kean, S. (2018). Understanding the Language Learning Strategies of English Language Learners in the Community College System. (Thesis). University of San Diego. Retrieved from https://digital.sandiego.edu/theses/27

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):

Kean, Steven. “Understanding the Language Learning Strategies of English Language Learners in the Community College System.” 2018. Thesis, University of San Diego. Accessed October 22, 2019. https://digital.sandiego.edu/theses/27.

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

MLA Handbook (7th Edition):

Kean, Steven. “Understanding the Language Learning Strategies of English Language Learners in the Community College System.” 2018. Web. 22 Oct 2019.

Vancouver:

Kean S. Understanding the Language Learning Strategies of English Language Learners in the Community College System. [Internet] [Thesis]. University of San Diego; 2018. [cited 2019 Oct 22]. Available from: https://digital.sandiego.edu/theses/27.

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

Council of Science Editors:

Kean S. Understanding the Language Learning Strategies of English Language Learners in the Community College System. [Thesis]. University of San Diego; 2018. Available from: https://digital.sandiego.edu/theses/27

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


University of Toronto

44. McGloin, Martha. An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners.

Degree: 2011, University of Toronto

This study uses a mixed methods approach to investigate an achievement gap observed in the reading of Canadian-born students with a first language other than… (more)

Subjects/Keywords: English language learner; achievement gap; Canadian-born; mixed method; reading; home language; L1 loss; 0282

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APA (6th Edition):

McGloin, M. (2011). An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30098

Chicago Manual of Style (16th Edition):

McGloin, Martha. “An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners.” 2011. Masters Thesis, University of Toronto. Accessed October 22, 2019. http://hdl.handle.net/1807/30098.

MLA Handbook (7th Edition):

McGloin, Martha. “An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners.” 2011. Web. 22 Oct 2019.

Vancouver:

McGloin M. An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1807/30098.

Council of Science Editors:

McGloin M. An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30098


Temple University

45. Katz, Laura. EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS.

Degree: PhD, 2012, Temple University

School Psychology

Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status,… (more)

Subjects/Keywords: Educational psychology; Developmental psychology; Psychology; English Language Learner; Home Language Survey; Limited English Proficient; parent interview; School Psychology; Second Language Acquisition

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APA (6th Edition):

Katz, L. (2012). EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,170310

Chicago Manual of Style (16th Edition):

Katz, Laura. “EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS.” 2012. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,170310.

MLA Handbook (7th Edition):

Katz, Laura. “EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS.” 2012. Web. 22 Oct 2019.

Vancouver:

Katz L. EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,170310.

Council of Science Editors:

Katz L. EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,170310


Humboldt State University

46. Lee, Mai. The effectiveness of programs for English Learners in a diverse school district in rural California.

Degree: MA, Education, 2015, Humboldt State University

 This study examines how administrators and teachers in a diverse California school district evaluate and determine the effectiveness of their programs/strategies for English Learners (EL)… (more)

Subjects/Keywords: English Learners; English language learners; Effective English learner programs; Bilingual education; Equal education; Differentiated strategies; English as a second language; Effective instruction; Integrated English Learner program; Pull-out program; Language acquisition; Teaching effectiveness; English language development programs; Qualitative case study; Rural education

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APA (6th Edition):

Lee, M. (2015). The effectiveness of programs for English Learners in a diverse school district in rural California. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/150022

Chicago Manual of Style (16th Edition):

Lee, Mai. “The effectiveness of programs for English Learners in a diverse school district in rural California.” 2015. Masters Thesis, Humboldt State University. Accessed October 22, 2019. http://hdl.handle.net/10211.3/150022.

MLA Handbook (7th Edition):

Lee, Mai. “The effectiveness of programs for English Learners in a diverse school district in rural California.” 2015. Web. 22 Oct 2019.

Vancouver:

Lee M. The effectiveness of programs for English Learners in a diverse school district in rural California. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10211.3/150022.

Council of Science Editors:

Lee M. The effectiveness of programs for English Learners in a diverse school district in rural California. [Masters Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/150022


Temple University

47. Han, Keunah Lee. Academic Performance and Cultural Adaptation of South Korean Parachute Kids.

Degree: PhD, 2012, Temple University

Urban Education

This study investigates how Korean Parachute Kids perform academically in their schools and what social factors contribute to Korean Parachute Kids' academic performance.… (more)

Subjects/Keywords: English as a second language; Education; EARLY STUDY ABROAD; ENGLISH LANGUAGE LEARNER; ESL; PARACHUTE KIDS; SOUTH KOREAN STUDENTS

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

APA (6th Edition):

Han, K. L. (2012). Academic Performance and Cultural Adaptation of South Korean Parachute Kids. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,168570

Chicago Manual of Style (16th Edition):

Han, Keunah Lee. “Academic Performance and Cultural Adaptation of South Korean Parachute Kids.” 2012. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,168570.

MLA Handbook (7th Edition):

Han, Keunah Lee. “Academic Performance and Cultural Adaptation of South Korean Parachute Kids.” 2012. Web. 22 Oct 2019.

Vancouver:

Han KL. Academic Performance and Cultural Adaptation of South Korean Parachute Kids. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,168570.

Council of Science Editors:

Han KL. Academic Performance and Cultural Adaptation of South Korean Parachute Kids. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,168570


Temple University

48. Greaney, Leonard Vincent. ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational… (more)

Subjects/Keywords: Education; English as a second language; Special education;

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APA (6th Edition):

Greaney, L. V. (2016). ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,370702

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):

Greaney, Leonard Vincent. “ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES.” 2016. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,370702.

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

MLA Handbook (7th Edition):

Greaney, Leonard Vincent. “ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES.” 2016. Web. 22 Oct 2019.

Vancouver:

Greaney LV. ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,370702.

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

Council of Science Editors:

Greaney LV. ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,370702

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


University of Louisville

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Doctoral Dissertation, University of Louisville. Accessed October 22, 2019. 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

MLA Handbook (7th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Web. 22 Oct 2019.

Vancouver:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Oct 22]. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

Council of Science Editors:

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


University of Kansas

50. Florez, Pantaleon, III. ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices.

Degree: MA, Curriculum and Teaching, 2014, University of Kansas

 This study examined English Language Learner student-athletes (ELLSAs) from a Midwestern, Division I NCAA affiliated institution of higher learning. This study also aimed to better… (more)

Subjects/Keywords: English as a second language; Sports management; English language learner; Ethnography; International students; Ncaa; Student athletes

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APA (6th Edition):

Florez, Pantaleon, I. (2014). ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/14893

Chicago Manual of Style (16th Edition):

Florez, Pantaleon, III. “ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices.” 2014. Masters Thesis, University of Kansas. Accessed October 22, 2019. http://hdl.handle.net/1808/14893.

MLA Handbook (7th Edition):

Florez, Pantaleon, III. “ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices.” 2014. Web. 22 Oct 2019.

Vancouver:

Florez, Pantaleon I. ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices. [Internet] [Masters thesis]. University of Kansas; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1808/14893.

Council of Science Editors:

Florez, Pantaleon I. ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices. [Masters Thesis]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/14893


Purdue University

51. KLASSEN, MARSHALL D. CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL.

Degree: PhD, Curriculum & Instruction, 2015, Purdue University

 The purpose of this study was to investigate the discourse of English Language Learners’ writing instruction in a third and fifth grade classroom. Indiana has… (more)

Subjects/Keywords: Case Study; Discourse Analysis; Elementary Education; English as a second language; English Language Learner; Systemic Functional Linguistics

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APA (6th Edition):

KLASSEN, M. D. (2015). CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1417

Chicago Manual of Style (16th Edition):

KLASSEN, MARSHALL D. “CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL.” 2015. Doctoral Dissertation, Purdue University. Accessed October 22, 2019. https://docs.lib.purdue.edu/open_access_dissertations/1417.

MLA Handbook (7th Edition):

KLASSEN, MARSHALL D. “CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL.” 2015. Web. 22 Oct 2019.

Vancouver:

KLASSEN MD. CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 Oct 22]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1417.

Council of Science Editors:

KLASSEN MD. CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1417


Queensland University of Technology

52. Phan, Thi Thanh Thao. Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context.

Degree: 2015, Queensland University of Technology

 This constructivist theory-led case study explored how the term language learner autonomy (LLA) is interpreted and the appropriate pedagogy to foster LLA in the Vietnamese… (more)

Subjects/Keywords: Learner Autonomy; Language Learner Autonomy; relationship between learner autonomy and language; Communicative Language Teaching; Willingness to Communicate; constructivism; language education; English as a Foreign Language; Teaching English for Speakers of Other Languages; Vietnamese higher education

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APA (6th Edition):

Phan, T. T. T. (2015). Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/82470/

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):

Phan, Thi Thanh Thao. “Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context.” 2015. Thesis, Queensland University of Technology. Accessed October 22, 2019. https://eprints.qut.edu.au/82470/.

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

MLA Handbook (7th Edition):

Phan, Thi Thanh Thao. “Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context.” 2015. Web. 22 Oct 2019.

Vancouver:

Phan TTT. Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Oct 22]. Available from: https://eprints.qut.edu.au/82470/.

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

Council of Science Editors:

Phan TTT. Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/82470/

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


Sardar Patel University

53. 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 22, 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. 22 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 22]. 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 Colorado

54. Van Dusen, Sarah Elizabeth. Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class.

Degree: PhD, Music, 2016, University of Colorado

  The purpose of this case study was to examine how fourth grade students negotiated musical meaning in a mixed-language group learning environment. Specifically, the… (more)

Subjects/Keywords: CHAT; English Language Learner; gesture; group composition; iPad; music; Education; Music; Music Education

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APA (6th Edition):

Van Dusen, S. E. (2016). Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/musi_gradetds/6

Chicago Manual of Style (16th Edition):

Van Dusen, Sarah Elizabeth. “Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class.” 2016. Doctoral Dissertation, University of Colorado. Accessed October 22, 2019. https://scholar.colorado.edu/musi_gradetds/6.

MLA Handbook (7th Edition):

Van Dusen, Sarah Elizabeth. “Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class.” 2016. Web. 22 Oct 2019.

Vancouver:

Van Dusen SE. Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Oct 22]. Available from: https://scholar.colorado.edu/musi_gradetds/6.

Council of Science Editors:

Van Dusen SE. Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/musi_gradetds/6


Texas A&M University

55. Davis, Heather Stephens. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.

Degree: 2016, Texas A&M University

 This two-study examination was designed to explore aspects of the home literacy environment (HLE) in relation to young English Language Learners? (ELLs) Spanish literacy development… (more)

Subjects/Keywords: home literacy environment; English Language Learner; literacy development; assessment of the home literacy environment

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APA (6th Edition):

Davis, H. S. (2016). A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158631

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):

Davis, Heather Stephens. “A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.” 2016. Thesis, Texas A&M University. Accessed October 22, 2019. http://hdl.handle.net/1969.1/158631.

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

MLA Handbook (7th Edition):

Davis, Heather Stephens. “A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.” 2016. Web. 22 Oct 2019.

Vancouver:

Davis HS. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1969.1/158631.

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

Council of Science Editors:

Davis HS. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158631

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ozimek, Sandy. “ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.” 2014. Thesis, National-Louis University. Accessed October 22, 2019. http://digitalcommons.nl.edu/pa/3.

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

MLA Handbook (7th Edition):

Ozimek, Sandy. “ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.” 2014. Web. 22 Oct 2019.

Vancouver:

Ozimek S. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. [Internet] [Thesis]. National-Louis University; 2014. [cited 2019 Oct 22]. Available from: http://digitalcommons.nl.edu/pa/3.

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

Council of Science Editors:

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

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


University of Exeter

57. Liu, Xianghu. Action research on the effects of an innovative use of CALL (Computer Assisted Language Learning) on the listening and speaking abilities of Chinese university intermediate level English students.

Degree: PhD, 2013, University of Exeter

 This research aims to explore the effective use of modern technology and the encouragement of learner autonomy in support of English language teaching and learning… (more)

Subjects/Keywords: 428.24951; action research; computer assisted language learning; teaching college English in China; learner autonomy

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APA (6th Edition):

Liu, X. (2013). Action research on the effects of an innovative use of CALL (Computer Assisted Language Learning) on the listening and speaking abilities of Chinese university intermediate level English students. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14067

Chicago Manual of Style (16th Edition):

Liu, Xianghu. “Action research on the effects of an innovative use of CALL (Computer Assisted Language Learning) on the listening and speaking abilities of Chinese university intermediate level English students.” 2013. Doctoral Dissertation, University of Exeter. Accessed October 22, 2019. http://hdl.handle.net/10871/14067.

MLA Handbook (7th Edition):

Liu, Xianghu. “Action research on the effects of an innovative use of CALL (Computer Assisted Language Learning) on the listening and speaking abilities of Chinese university intermediate level English students.” 2013. Web. 22 Oct 2019.

Vancouver:

Liu X. Action research on the effects of an innovative use of CALL (Computer Assisted Language Learning) on the listening and speaking abilities of Chinese university intermediate level English students. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10871/14067.

Council of Science Editors:

Liu X. Action research on the effects of an innovative use of CALL (Computer Assisted Language Learning) on the listening and speaking abilities of Chinese university intermediate level English students. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/14067

58. Taylor, Marie-Anne. Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden.

Degree: applied educational science, 2017, Umeå University

  This study looks deeper into the concept of formative assessment. Formative assessment is described by Black and Wiliam (Developing the Theory of Formative Assessment,… (more)

Subjects/Keywords: formative assessment; learner autonomy; feedback; metacognition; English Language Acquisition.; Educational Sciences; Utbildningsvetenskap

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

APA (6th Edition):

Taylor, M. (2017). Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518

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):

Taylor, Marie-Anne. “Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden.” 2017. Thesis, Umeå University. Accessed October 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.

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

MLA Handbook (7th Edition):

Taylor, Marie-Anne. “Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden.” 2017. Web. 22 Oct 2019.

Vancouver:

Taylor M. Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden. [Internet] [Thesis]. Umeå University; 2017. [cited 2019 Oct 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.

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

Council of Science Editors:

Taylor M. Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden. [Thesis]. Umeå University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518

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


Iowa State University

59. Luchtel, Molly Ann. The effect of language acculturation on parent-child interactions and problem behaviors among children who are Hispanic.

Degree: 2011, Iowa State University

 This is a longitudinal study investigating the effects of language acculturation on parental warmth and problem behaviors. It includes 163 children who are Hispanic and… (more)

Subjects/Keywords: acculturation; English language learner; externalizing; Hispanic; Problem behaviors; Social-emotional; Family, Life Course, and Society

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

APA (6th Edition):

Luchtel, M. A. (2011). The effect of language acculturation on parent-child interactions and problem behaviors among children who are Hispanic. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10186

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):

Luchtel, Molly Ann. “The effect of language acculturation on parent-child interactions and problem behaviors among children who are Hispanic.” 2011. Thesis, Iowa State University. Accessed October 22, 2019. https://lib.dr.iastate.edu/etd/10186.

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

MLA Handbook (7th Edition):

Luchtel, Molly Ann. “The effect of language acculturation on parent-child interactions and problem behaviors among children who are Hispanic.” 2011. Web. 22 Oct 2019.

Vancouver:

Luchtel MA. The effect of language acculturation on parent-child interactions and problem behaviors among children who are Hispanic. [Internet] [Thesis]. Iowa State University; 2011. [cited 2019 Oct 22]. Available from: https://lib.dr.iastate.edu/etd/10186.

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

Council of Science Editors:

Luchtel MA. The effect of language acculturation on parent-child interactions and problem behaviors among children who are Hispanic. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/10186

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


Boise State University

60. Mullen, Kathleen. Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary.

Degree: 2014, Boise State University

 The pre-migration context experienced by many refugees significantly impacts their ability to develop human capital. This, combined with increased placement in areas with little immigration… (more)

Subjects/Keywords: refugee; student engagement; English Language Learner; high school graduation; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Mullen, K. (2014). Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/830

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):

Mullen, Kathleen. “Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary.” 2014. Thesis, Boise State University. Accessed October 22, 2019. https://scholarworks.boisestate.edu/td/830.

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

MLA Handbook (7th Edition):

Mullen, Kathleen. “Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary.” 2014. Web. 22 Oct 2019.

Vancouver:

Mullen K. Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary. [Internet] [Thesis]. Boise State University; 2014. [cited 2019 Oct 22]. Available from: https://scholarworks.boisestate.edu/td/830.

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

Council of Science Editors:

Mullen K. Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary. [Thesis]. Boise State University; 2014. Available from: https://scholarworks.boisestate.edu/td/830

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

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