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You searched for subject:(English Language Learners). Showing records 1 – 30 of 797 total matches.

[1] [2] [3] [4] [5] … [27]

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University of Georgia

1. Lang, Lisa Force. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.

Degree: PhD, Education, 2009, University of Georgia

 Elementary teachers meet with challenges organizing instruction to differentiate for diverse learners writing in a new complex language. Building on sociocultural theories of learning, this… (more)

Subjects/Keywords: English language learners

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APA (6th Edition):

Lang, L. F. (2009). It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

Chicago Manual of Style (16th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Doctoral Dissertation, University of Georgia. Accessed August 07, 2020. http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

MLA Handbook (7th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Web. 07 Aug 2020.

Vancouver:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Aug 07]. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

Council of Science Editors:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd


University of Georgia

2. Morena, Laura. Evaluating the impact of Headsprout on the reading achievement of English language learners.

Degree: MA, School Psychology, 2011, University of Georgia

 As the number of English Language Learners (ELLs) in American schools increases so does the need for effective reading interventions for this at-risk population. However,… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Morena, L. (2011). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

Chicago Manual of Style (16th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Masters Thesis, University of Georgia. Accessed August 07, 2020. http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

MLA Handbook (7th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Web. 07 Aug 2020.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2020 Aug 07]. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma


University of Georgia

3. Suriel, Regina L. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.

Degree: PhD, Science Education, 2011, University of Georgia

 The Association for the Advancement of Science (AAAS) calls for scientifically literate citizens by the return of Halley’s Comet in 2061. Nationally, however, schools in… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Suriel, R. L. (2011). The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd

Chicago Manual of Style (16th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 07, 2020. http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

MLA Handbook (7th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Web. 07 Aug 2020.

Vancouver:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Aug 07]. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

Council of Science Editors:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd


University of Georgia

4. Oddone, Cameron Grace. Exploring comprehension monitoring in sentence reading with English language learners.

Degree: MA, Educational Psychology, 2015, University of Georgia

 Past research results indicate a strong relationship between oral reading fluency (ORF) and reading comprehension for native English speaking (EL1) students; however, little is known… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Oddone, C. G. (2015). Exploring comprehension monitoring in sentence reading with English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

Chicago Manual of Style (16th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Masters Thesis, University of Georgia. Accessed August 07, 2020. http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

MLA Handbook (7th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Web. 07 Aug 2020.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2020 Aug 07]. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

Council of Science Editors:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma


Boston College

5. Orecchia, Amy. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2014, Boston College

 Recognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP)… (more)

Subjects/Keywords: English language learners

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

APA (6th Edition):

Orecchia, A. (2014). Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104085

Chicago Manual of Style (16th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Doctoral Dissertation, Boston College. Accessed August 07, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104085.

MLA Handbook (7th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Web. 07 Aug 2020.

Vancouver:

Orecchia A. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Aug 07]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104085.

Council of Science Editors:

Orecchia A. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104085


Texas A&M University

6. Cox, Nano Kathleen. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.

Degree: 2009, Texas A&M University

 My study investigated the effects of two 50/50 and two 90/10 two-way dual language programs on the reading achievement of 76 English Language Learners (ELLs)… (more)

Subjects/Keywords: Dual Language; English Language Learners

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APA (6th Edition):

Cox, N. K. (2009). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2706

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):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Thesis, Texas A&M University. Accessed August 07, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

MLA Handbook (7th Edition):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Web. 07 Aug 2020.

Vancouver:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

Council of Science Editors:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706

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


University of Houston

7. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: EdD, Curriculum and Instruction, 2017, University of Houston

 There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to… (more)

Subjects/Keywords: ESL; English language learners

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APA (6th Edition):

-4493-9605. (2017). Stories of Adult ELLs in a Public Setting. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1894

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Doctoral Dissertation, University of Houston. Accessed August 07, 2020. http://hdl.handle.net/10657/1894.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 07 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10657/1894.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1894

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

8. Pino, Ann. Literacy and English Language Learners .

Degree: 2015, California State University – San Marcos

 The purpose of this project is to examine the literacy and language development of Spanish dominant English Language Learners in mainstream classrooms. English Language Learners(more)

Subjects/Keywords: Literacy; English Language Learners; Reading

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APA (6th Edition):

Pino, A. (2015). Literacy and English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138836

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):

Pino, Ann. “Literacy and English Language Learners .” 2015. Thesis, California State University – San Marcos. Accessed August 07, 2020. http://hdl.handle.net/10211.3/138836.

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

MLA Handbook (7th Edition):

Pino, Ann. “Literacy and English Language Learners .” 2015. Web. 07 Aug 2020.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10211.3/138836.

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

Council of Science Editors:

Pino A. Literacy and English Language Learners . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138836

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

9. Solano-Humerez, Carola. Long Term English Language Learners Path to Obtaining a High School Diploma .

Degree: 2013, California State University – San Marcos

 Abstract Although English language learners are currently the fastest growing group in the United States schools system surprisingly little information is known on the variables… (more)

Subjects/Keywords: Long Term English Language Learners; English Language Learners; High School Graduation

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APA (6th Edition):

Solano-Humerez, C. (2013). Long Term English Language Learners Path to Obtaining a High School Diploma . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/486

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):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Thesis, California State University – San Marcos. Accessed August 07, 2020. http://hdl.handle.net/10211.8/486.

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

MLA Handbook (7th Edition):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Web. 07 Aug 2020.

Vancouver:

Solano-Humerez C. Long Term English Language Learners Path to Obtaining a High School Diploma . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10211.8/486.

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

Council of Science Editors:

Solano-Humerez C. Long Term English Language Learners Path to Obtaining a High School Diploma . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/486

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

10. Velasquez, Maria. A Case Study of Long Term English Learners in One Middle School .

Degree: 2014, California State University – San Marcos

 This study analyzes factors that contribute to students remaining long term English learners (LTELs). Although the educational research on LTELs is limited, studies show a… (more)

Subjects/Keywords: Education; Long term English learners; English language learners

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APA (6th Edition):

Velasquez, M. (2014). A Case Study of Long Term English Learners in One Middle School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/123930

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):

Velasquez, Maria. “A Case Study of Long Term English Learners in One Middle School .” 2014. Thesis, California State University – San Marcos. Accessed August 07, 2020. http://hdl.handle.net/10211.3/123930.

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

MLA Handbook (7th Edition):

Velasquez, Maria. “A Case Study of Long Term English Learners in One Middle School .” 2014. Web. 07 Aug 2020.

Vancouver:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10211.3/123930.

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

Council of Science Editors:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/123930

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

11. Flores, Ulysses. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .

Degree: 2012, California State University – San Marcos

 Abstract This qualitative study was conducted with five Mexican American English language learners with varying degrees of English language acquisition. The study took place in… (more)

Subjects/Keywords: inferential comprehension; English language learners; second language learners

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APA (6th Edition):

Flores, U. (2012). Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/155

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):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Thesis, California State University – San Marcos. Accessed August 07, 2020. http://hdl.handle.net/10211.8/155.

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

MLA Handbook (7th Edition):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Web. 07 Aug 2020.

Vancouver:

Flores U. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10211.8/155.

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

Council of Science Editors:

Flores U. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/155

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


University of California – Riverside

12. Kudo, Millagros. Examining the Structure of English and Spanish Working Memory in English Language Learners.

Degree: Education, 2015, University of California – Riverside

 Since working memory (WM) has important implications in academics, this study investigates the construct of Baddeley’s model of WM in English language learners (ELLs). This… (more)

Subjects/Keywords: Educational psychology; English language learners; Working memory

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APA (6th Edition):

Kudo, M. (2015). Examining the Structure of English and Spanish Working Memory in English Language Learners. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/64t8r4sp

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):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Thesis, University of California – Riverside. Accessed August 07, 2020. http://www.escholarship.org/uc/item/64t8r4sp.

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

MLA Handbook (7th Edition):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Web. 07 Aug 2020.

Vancouver:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2020 Aug 07]. Available from: http://www.escholarship.org/uc/item/64t8r4sp.

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

Council of Science Editors:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/64t8r4sp

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


Texas A&M University

13. Rodriguez, Reyes Isaac. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.

Degree: 2016, Texas A&M University

 The purpose of this qualitative study was to identify the impact of the present grade-span configuration on the sense of belonging in English Language Learners(more)

Subjects/Keywords: transition; sense of belonging; English Language Learners

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APA (6th Edition):

Rodriguez, R. I. (2016). A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157831

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):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Thesis, Texas A&M University. Accessed August 07, 2020. http://hdl.handle.net/1969.1/157831.

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

MLA Handbook (7th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Web. 07 Aug 2020.

Vancouver:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1969.1/157831.

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

Council of Science Editors:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157831

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


Texas A&M University

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

Degree: 2017, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Thesis, Texas A&M University. Accessed August 07, 2020. http://hdl.handle.net/1969.1/161567.

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

MLA Handbook (7th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 07 Aug 2020.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1969.1/161567.

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

Council of Science Editors:

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

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


Anna University

15. Savitri, M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.

Degree: Writing skills of tertiary level limited English proficient students, 2013, Anna University

The aim of the study was to explore the learning strategies used by learners from mother-tongue medium schools in English as a second language classroom,… (more)

Subjects/Keywords: Writing skills; India; Chennai; English Language Learners

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APA (6th Edition):

Savitri, M. (2013). Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/11108

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):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Thesis, Anna University. Accessed August 07, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/11108.

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

MLA Handbook (7th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Web. 07 Aug 2020.

Vancouver:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Internet] [Thesis]. Anna University; 2013. [cited 2020 Aug 07]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108.

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

Council of Science Editors:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Thesis]. Anna University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108

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


University of Missouri – Columbia

16. Estapa, Anne T. Learning to notice and teach English language learners in the elementary mathematics classroom: a case of four teachers.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study presents data from an intervention study with third grade teachers who participated in… (more)

Subjects/Keywords: English language learners; instructional enhancements; mathematical thinking

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APA (6th Edition):

Estapa, A. T. (2012). Learning to notice and teach English language learners in the elementary mathematics classroom: a case of four teachers. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/35305

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):

Estapa, Anne T. “Learning to notice and teach English language learners in the elementary mathematics classroom: a case of four teachers.” 2012. Thesis, University of Missouri – Columbia. Accessed August 07, 2020. http://hdl.handle.net/10355/35305.

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

MLA Handbook (7th Edition):

Estapa, Anne T. “Learning to notice and teach English language learners in the elementary mathematics classroom: a case of four teachers.” 2012. Web. 07 Aug 2020.

Vancouver:

Estapa AT. Learning to notice and teach English language learners in the elementary mathematics classroom: a case of four teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10355/35305.

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

Council of Science Editors:

Estapa AT. Learning to notice and teach English language learners in the elementary mathematics classroom: a case of four teachers. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/35305

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


North Carolina State University

17. Ross, Sarah Gwen. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.

Degree: MS, Psychology, 2009, North Carolina State University

 Currently, Hispanic students score significantly lower than White, non-Hispanic students in reading throughout their elementary school years. Although several evidence-based fluency techniques exist for students… (more)

Subjects/Keywords: reading fluency; reading interventions; English language learners

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APA (6th Edition):

Ross, S. G. (2009). Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/358

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):

Ross, Sarah Gwen. “Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.” 2009. Thesis, North Carolina State University. Accessed August 07, 2020. http://www.lib.ncsu.edu/resolver/1840.16/358.

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

MLA Handbook (7th Edition):

Ross, Sarah Gwen. “Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.” 2009. Web. 07 Aug 2020.

Vancouver:

Ross SG. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2020 Aug 07]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/358.

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

Council of Science Editors:

Ross SG. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/358

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


Addis Ababa University

18. HAILEYESUS, BALA. TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) .

Degree: 2012, Addis Ababa University

 This study investigated the current attitudes of EFL teachers toward English language learners' errors. Fifty teachers selected from twelve government senior secondary schools in Addis… (more)

Subjects/Keywords: TEACHERS' ATTITUDES; ENGLISH LANGUAGE LEARNERS' ERRORS

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

APA (6th Edition):

HAILEYESUS, B. (2012). TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2173

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):

HAILEYESUS, BALA. “TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) .” 2012. Thesis, Addis Ababa University. Accessed August 07, 2020. http://etd.aau.edu.et/dspace/handle/123456789/2173.

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

MLA Handbook (7th Edition):

HAILEYESUS, BALA. “TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) .” 2012. Web. 07 Aug 2020.

Vancouver:

HAILEYESUS B. TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Aug 07]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2173.

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

Council of Science Editors:

HAILEYESUS B. TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2173

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


University of Cincinnati

19. Sherry, Tammie. Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom.

Degree: EdD, Education : Literacy, 2010, University of Cincinnati

 This study examined the instructional approach of interactive writing with emergent kindergarten writers in a classroom where half of the students were identified as English(more)

Subjects/Keywords: Elementary Education; interactive writing; English language learners

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APA (6th Edition):

Sherry, T. (2010). Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231

Chicago Manual of Style (16th Edition):

Sherry, Tammie. “Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed August 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231.

MLA Handbook (7th Edition):

Sherry, Tammie. “Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom.” 2010. Web. 07 Aug 2020.

Vancouver:

Sherry T. Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2020 Aug 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231.

Council of Science Editors:

Sherry T. Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231


University of Waikato

20. Jourdain, Laura Violet. Teaching mathematics to English language learners: A comparative study of issues faced by teachers in New Zealand and the United States .

Degree: 2015, University of Waikato

 New Zealand and the United States are both ethnically and linguistically diverse. With this diversity comes high numbers of English language learners in school classrooms.… (more)

Subjects/Keywords: education; mathematics education; English language learners

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APA (6th Edition):

Jourdain, L. V. (2015). Teaching mathematics to English language learners: A comparative study of issues faced by teachers in New Zealand and the United States . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9509

Chicago Manual of Style (16th Edition):

Jourdain, Laura Violet. “Teaching mathematics to English language learners: A comparative study of issues faced by teachers in New Zealand and the United States .” 2015. Masters Thesis, University of Waikato. Accessed August 07, 2020. http://hdl.handle.net/10289/9509.

MLA Handbook (7th Edition):

Jourdain, Laura Violet. “Teaching mathematics to English language learners: A comparative study of issues faced by teachers in New Zealand and the United States .” 2015. Web. 07 Aug 2020.

Vancouver:

Jourdain LV. Teaching mathematics to English language learners: A comparative study of issues faced by teachers in New Zealand and the United States . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10289/9509.

Council of Science Editors:

Jourdain LV. Teaching mathematics to English language learners: A comparative study of issues faced by teachers in New Zealand and the United States . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9509


Virginia Commonwealth University

21. Huennekens, Mary Ellen. ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION.

Degree: MEd, Special Education, 2009, Virginia Commonwealth University

 Previous research documents the importance of maintaining the home language to the acquisition of a second language. This study examined the effects of a shared… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Huennekens, M. E. (2009). ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION. (Thesis). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/D94S-NK24 ; https://scholarscompass.vcu.edu/etd/1899

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):

Huennekens, Mary Ellen. “ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION.” 2009. Thesis, Virginia Commonwealth University. Accessed August 07, 2020. https://doi.org/10.25772/D94S-NK24 ; https://scholarscompass.vcu.edu/etd/1899.

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

MLA Handbook (7th Edition):

Huennekens, Mary Ellen. “ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION.” 2009. Web. 07 Aug 2020.

Vancouver:

Huennekens ME. ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION. [Internet] [Thesis]. Virginia Commonwealth University; 2009. [cited 2020 Aug 07]. Available from: https://doi.org/10.25772/D94S-NK24 ; https://scholarscompass.vcu.edu/etd/1899.

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

Council of Science Editors:

Huennekens ME. ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION. [Thesis]. Virginia Commonwealth University; 2009. Available from: https://doi.org/10.25772/D94S-NK24 ; https://scholarscompass.vcu.edu/etd/1899

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


Virginia Commonwealth University

22. Kuti, Laura. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs)… (more)

Subjects/Keywords: English Language Learners; disability; assessment; accommodations; Education

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

APA (6th Edition):

Kuti, L. (2011). Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/M5XD-AV02 ; https://scholarscompass.vcu.edu/etd/2541

Chicago Manual of Style (16th Edition):

Kuti, Laura. “Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 07, 2020. https://doi.org/10.25772/M5XD-AV02 ; https://scholarscompass.vcu.edu/etd/2541.

MLA Handbook (7th Edition):

Kuti, Laura. “Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.” 2011. Web. 07 Aug 2020.

Vancouver:

Kuti L. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2020 Aug 07]. Available from: https://doi.org/10.25772/M5XD-AV02 ; https://scholarscompass.vcu.edu/etd/2541.

Council of Science Editors:

Kuti L. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://doi.org/10.25772/M5XD-AV02 ; https://scholarscompass.vcu.edu/etd/2541


University of Kansas

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Spoor, Dana L. “General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers.” 2019. Doctoral Dissertation, University of Kansas. Accessed August 07, 2020. http://hdl.handle.net/1808/29497.

MLA Handbook (7th Edition):

Spoor, Dana L. “General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers.” 2019. Web. 07 Aug 2020.

Vancouver:

Spoor DL. General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1808/29497.

Council of Science Editors:

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


Mississippi State University

24. Martin, Marlynn Kessler. AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT.

Degree: PhD, Leadership and Foundations, 2009, Mississippi State University

  The legislation of No Child Left Behind (NCLB) has brought to educators attention the need, requirement, and demand that all children are guaranteed an… (more)

Subjects/Keywords: English Language learners in public schools; progr

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APA (6th Edition):

Martin, M. K. (2009). AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;

Chicago Manual of Style (16th Edition):

Martin, Marlynn Kessler. “AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT.” 2009. Doctoral Dissertation, Mississippi State University. Accessed August 07, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;.

MLA Handbook (7th Edition):

Martin, Marlynn Kessler. “AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT.” 2009. Web. 07 Aug 2020.

Vancouver:

Martin MK. AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2020 Aug 07]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;.

Council of Science Editors:

Martin MK. AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;


Texas A&M University

25. Lindner, Amanda Layne. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

English language learners (ELLs) make up an increasingly large portion of the population in American schools. Improving the literacy skills of these students is critical… (more)

Subjects/Keywords: spelling; orthography; English language learners; literacy

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APA (6th Edition):

Lindner, A. L. (2018). Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173857

Chicago Manual of Style (16th Edition):

Lindner, Amanda Layne. “Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 07, 2020. http://hdl.handle.net/1969.1/173857.

MLA Handbook (7th Edition):

Lindner, Amanda Layne. “Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.” 2018. Web. 07 Aug 2020.

Vancouver:

Lindner AL. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1969.1/173857.

Council of Science Editors:

Lindner AL. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173857


Victoria University of Wellington

26. Wai-Cook, Misty So-Sum. Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students.

Degree: 2012, Victoria University of Wellington

 This thesis investigates the study abroad experience and its effect on the pragmatic development of second language learners. The research first describes affective and environmental… (more)

Subjects/Keywords: Study abroad; English language learners; Requests

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APA (6th Edition):

Wai-Cook, M. S. (2012). Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2493

Chicago Manual of Style (16th Edition):

Wai-Cook, Misty So-Sum. “Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students.” 2012. Doctoral Dissertation, Victoria University of Wellington. Accessed August 07, 2020. http://hdl.handle.net/10063/2493.

MLA Handbook (7th Edition):

Wai-Cook, Misty So-Sum. “Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students.” 2012. Web. 07 Aug 2020.

Vancouver:

Wai-Cook MS. Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10063/2493.

Council of Science Editors:

Wai-Cook MS. Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students. [Doctoral Dissertation]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2493


University of Illinois – Chicago

27. Weinstein, Traci L. The Development of an Instrument to Measure ELL Teacher Work Stress.

Degree: 2013, University of Illinois – Chicago

 The United States is emerging as a nation of increased diversity, with the projection that “minority” groups will contribute to nearly 50% of the U.S.… (more)

Subjects/Keywords: English Language Learners; teacher stress; measure development

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APA (6th Edition):

Weinstein, T. L. (2013). The Development of an Instrument to Measure ELL Teacher Work Stress. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10217

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):

Weinstein, Traci L. “The Development of an Instrument to Measure ELL Teacher Work Stress.” 2013. Thesis, University of Illinois – Chicago. Accessed August 07, 2020. http://hdl.handle.net/10027/10217.

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

MLA Handbook (7th Edition):

Weinstein, Traci L. “The Development of an Instrument to Measure ELL Teacher Work Stress.” 2013. Web. 07 Aug 2020.

Vancouver:

Weinstein TL. The Development of an Instrument to Measure ELL Teacher Work Stress. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10027/10217.

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

Council of Science Editors:

Weinstein TL. The Development of an Instrument to Measure ELL Teacher Work Stress. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10217

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


University of Houston

28. -5652-5936. Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge.

Degree: PhD, Psychology, Developmental, 2017, University of Houston

 Spelling mistakes have largely been ignored as a source of information about students’ linguistic skills. A system for categorizing spelling errors into errors pertaining to… (more)

Subjects/Keywords: English language learners; Morphology; Orthography; Phonological awareness

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APA (6th Edition):

-5652-5936. (2017). Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4523

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5652-5936. “Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge.” 2017. Doctoral Dissertation, University of Houston. Accessed August 07, 2020. http://hdl.handle.net/10657/4523.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5652-5936. “Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge.” 2017. Web. 07 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5652-5936. Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10657/4523.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5652-5936. Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4523

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Grand Valley State University

29. Ventrone, Abbey L. Using Figurative Language in American English: Challenges and Successes of Adult English Learners.

Degree: 2017, Grand Valley State University

English language learners (ELLs) face many challenges when learning English. One of those challenges is the figurative language that is used in every day conversations.… (more)

Subjects/Keywords: ESL; figurative language; adult english learners; Education

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APA (6th Edition):

Ventrone, A. L. (2017). Using Figurative Language in American English: Challenges and Successes of Adult English Learners. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/852

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):

Ventrone, Abbey L. “Using Figurative Language in American English: Challenges and Successes of Adult English Learners.” 2017. Thesis, Grand Valley State University. Accessed August 07, 2020. https://scholarworks.gvsu.edu/theses/852.

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

MLA Handbook (7th Edition):

Ventrone, Abbey L. “Using Figurative Language in American English: Challenges and Successes of Adult English Learners.” 2017. Web. 07 Aug 2020.

Vancouver:

Ventrone AL. Using Figurative Language in American English: Challenges and Successes of Adult English Learners. [Internet] [Thesis]. Grand Valley State University; 2017. [cited 2020 Aug 07]. Available from: https://scholarworks.gvsu.edu/theses/852.

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

Council of Science Editors:

Ventrone AL. Using Figurative Language in American English: Challenges and Successes of Adult English Learners. [Thesis]. Grand Valley State University; 2017. Available from: https://scholarworks.gvsu.edu/theses/852

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


University of Missouri – Columbia

30. Carney, Megan Strawsine. Teaching English language learners scale (TELLS) : a study of validity and reliability.

Degree: 2012, University of Missouri – Columbia

 This paper describes the confirmatory factor analysis, validity, and reliability data collection stage of the development of a scale to measure mainstream teachers' self-efficacy beliefs… (more)

Subjects/Keywords: English language learners; scale development; self-efficacy

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

APA (6th Edition):

Carney, M. S. (2012). Teaching English language learners scale (TELLS) : a study of validity and reliability. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15865

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):

Carney, Megan Strawsine. “Teaching English language learners scale (TELLS) : a study of validity and reliability.” 2012. Thesis, University of Missouri – Columbia. Accessed August 07, 2020. https://doi.org/10.32469/10355/15865.

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

MLA Handbook (7th Edition):

Carney, Megan Strawsine. “Teaching English language learners scale (TELLS) : a study of validity and reliability.” 2012. Web. 07 Aug 2020.

Vancouver:

Carney MS. Teaching English language learners scale (TELLS) : a study of validity and reliability. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Aug 07]. Available from: https://doi.org/10.32469/10355/15865.

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

Council of Science Editors:

Carney MS. Teaching English language learners scale (TELLS) : a study of validity and reliability. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15865

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

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