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You searched for subject:(English Language Learners). Showing records 1 – 30 of 744 total matches.

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

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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Mar 19]. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Mar 19]. 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


Virginia Commonwealth University

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

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://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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Huennekens ME. ACCELERATING SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL ENGLISH LANGUAGE LEARNERS: A CROSS-LINGUISTIC STORYBOOK INTERVENTION. [Internet] [Thesis]. Virginia Commonwealth University; 2009. [cited 2019 Mar 19]. Available from: 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://scholarscompass.vcu.edu/etd/1899

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


Boston College

6. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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

7. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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

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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Mar 19]. 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


University of Houston

9. -2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

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

Subjects/Keywords: ELL motivation; English Language Learners

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

APA (6th Edition):

-2995-5500. (2018). Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3380

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

Chicago Manual of Style (16th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Thesis, University of Houston. Accessed March 19, 2019. http://hdl.handle.net/10657/3380.

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

MLA Handbook (7th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Web. 19 Mar 2019.

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

Vancouver:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10657/3380.

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

Council of Science Editors:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3380

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


University of Houston

10. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: Curriculum and Instruction, Department of, 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. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Thesis, University of Houston. Accessed March 19, 2019. http://hdl.handle.net/10657/1894.

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

MLA Handbook (7th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 19 Mar 2019.

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] [Thesis]. University of Houston; 2017. [cited 2019 Mar 19]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Vermont

11. Brinegar, Kathleen. “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2009, University of Vermont

 As the number of immigrants and refugees grows in the US, the linguistic and cultural diversity that comprises the middle grades classroom continues to increase.… (more)

Subjects/Keywords: Middle school; English language learners

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APA (6th Edition):

Brinegar, K. (2009). “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/30

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):

Brinegar, Kathleen. ““I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting.” 2009. Thesis, University of Vermont. Accessed March 19, 2019. https://scholarworks.uvm.edu/graddis/30.

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

MLA Handbook (7th Edition):

Brinegar, Kathleen. ““I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting.” 2009. Web. 19 Mar 2019.

Vancouver:

Brinegar K. “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting. [Internet] [Thesis]. University of Vermont; 2009. [cited 2019 Mar 19]. Available from: https://scholarworks.uvm.edu/graddis/30.

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

Council of Science Editors:

Brinegar K. “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting. [Thesis]. University of Vermont; 2009. Available from: https://scholarworks.uvm.edu/graddis/30

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


University of Southern California

12. Guerrero, Miguel Angel. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The purpose of this case study was to analyze the impact of direct instruction on the academic achievement of 342 High School English Language Learners(more)

Subjects/Keywords: English language learners; direct instruction

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APA (6th Edition):

Guerrero, M. A. (2010). An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715

Chicago Manual of Style (16th Edition):

Guerrero, Miguel Angel. “An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715.

MLA Handbook (7th Edition):

Guerrero, Miguel Angel. “An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.” 2010. Web. 19 Mar 2019.

Vancouver:

Guerrero MA. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715.

Council of Science Editors:

Guerrero MA. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715

13. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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

14. 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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Mar 19]. 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

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

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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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


Virginia Commonwealth University

16. 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 (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://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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. Available from: 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://scholarscompass.vcu.edu/etd/2541


Texas A&M University

17. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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

18. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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

19. 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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Internet] [Thesis]. Anna University; 2013. [cited 2019 Mar 19]. 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


Addis Ababa University

20. 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 (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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

HAILEYESUS B. TEACHERS' ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNERS' ERRORS (WITH PARTICULAR REFERENCE TO GRADE ELEVEN) . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Mar 19]. 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 Canterbury

21. Che Mustafa, Mazlina. Supporting Asian immigrant English language learners : teachers’ beliefs and practices.

Degree: School of Educational Studies and Leadership, 2015, University of Canterbury

 This phenomenological study explores the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs).… (more)

Subjects/Keywords: Early childhood education; English language learners; Asian

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APA (6th Edition):

Che Mustafa, M. (2015). Supporting Asian immigrant English language learners : teachers’ beliefs and practices. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10382

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):

Che Mustafa, Mazlina. “Supporting Asian immigrant English language learners : teachers’ beliefs and practices.” 2015. Thesis, University of Canterbury. Accessed March 19, 2019. http://hdl.handle.net/10092/10382.

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

MLA Handbook (7th Edition):

Che Mustafa, Mazlina. “Supporting Asian immigrant English language learners : teachers’ beliefs and practices.” 2015. Web. 19 Mar 2019.

Vancouver:

Che Mustafa M. Supporting Asian immigrant English language learners : teachers’ beliefs and practices. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10092/10382.

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

Council of Science Editors:

Che Mustafa M. Supporting Asian immigrant English language learners : teachers’ beliefs and practices. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10382

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


University of Cincinnati

22. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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


California State University – Sacramento

23. Madrigal, Arminda. A handbook on shared reading strategies for Spanish-speaking parents.

Degree: MA, Education (Multicultural Education, 2010, California State University – Sacramento

English language learners (ELL) make up a large percentage of the student population in California, yet they do not always perform as well as their… (more)

Subjects/Keywords: Comprehension strategies; English language learners; Shared reading

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APA (6th Edition):

Madrigal, A. (2010). A handbook on shared reading strategies for Spanish-speaking parents. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/250

Chicago Manual of Style (16th Edition):

Madrigal, Arminda. “A handbook on shared reading strategies for Spanish-speaking parents.” 2010. Masters Thesis, California State University – Sacramento. Accessed March 19, 2019. http://hdl.handle.net/10211.9/250.

MLA Handbook (7th Edition):

Madrigal, Arminda. “A handbook on shared reading strategies for Spanish-speaking parents.” 2010. Web. 19 Mar 2019.

Vancouver:

Madrigal A. A handbook on shared reading strategies for Spanish-speaking parents. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10211.9/250.

Council of Science Editors:

Madrigal A. A handbook on shared reading strategies for Spanish-speaking parents. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/250


Victoria University of Wellington

24. 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 March 19, 2019. 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. 19 Mar 2019.

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 2019 Mar 19]. 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


Queens University

25. Fox, Carol. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .

Degree: Education, 2009, Queens University

 The purpose of this study was to describe the ways in which one elementary teacher included English language learners (ELLs) in her mainstream classroom. A… (more)

Subjects/Keywords: English language learners; Inclusive Instructional Practices

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APA (6th Edition):

Fox, C. (2009). Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5358

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):

Fox, Carol. “Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .” 2009. Thesis, Queens University. Accessed March 19, 2019. http://hdl.handle.net/1974/5358.

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

MLA Handbook (7th Edition):

Fox, Carol. “Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .” 2009. Web. 19 Mar 2019.

Vancouver:

Fox C. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . [Internet] [Thesis]. Queens University; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1974/5358.

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

Council of Science Editors:

Fox C. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/5358

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

26. Landaverde, Luis. Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Language Learners .

Degree: 2012, California State University – San Marcos

 Audience response systems best known as clickers provide a mechanism for students to participate anonymously, increasing student engagement, and creating meaningful student involvement throughout the… (more)

Subjects/Keywords: Clickers; English Language Learners; Audience Response System

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APA (6th Edition):

Landaverde, L. (2012). Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/232

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):

Landaverde, Luis. “Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Language Learners .” 2012. Thesis, California State University – San Marcos. Accessed March 19, 2019. http://hdl.handle.net/10211.8/232.

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

MLA Handbook (7th Edition):

Landaverde, Luis. “Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Language Learners .” 2012. Web. 19 Mar 2019.

Vancouver:

Landaverde L. Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10211.8/232.

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

Council of Science Editors:

Landaverde L. Do Clickers Work? A Study of the Impact of the Use of Audience Response Systems for High School English Language Learners . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/232

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

27. Sechrest, Wesley. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .

Degree: 2013, California State University – San Marcos

 The academic achievement gap for language learners is a main focus in the age of academic accountability. More than ever, it is vital that every… (more)

Subjects/Keywords: English Language Learners; Best Practices; Professional Development

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APA (6th Edition):

Sechrest, W. (2013). Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/492

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):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Thesis, California State University – San Marcos. Accessed March 19, 2019. http://hdl.handle.net/10211.8/492.

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

MLA Handbook (7th Edition):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Web. 19 Mar 2019.

Vancouver:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10211.8/492.

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

Council of Science Editors:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/492

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

28. Perez, Nancy. Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School .

Degree: 2014, California State University – San Marcos

 The number of English learners (ELLs) continues to increase, however, many are not reaching English proficiency. This can impede their education and can widen the… (more)

Subjects/Keywords: Reclassification; English Language Learners (ELLs); CELDT

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

APA (6th Edition):

Perez, N. (2014). Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/123935

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):

Perez, Nancy. “Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School .” 2014. Thesis, California State University – San Marcos. Accessed March 19, 2019. http://hdl.handle.net/10211.3/123935.

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

MLA Handbook (7th Edition):

Perez, Nancy. “Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School .” 2014. Web. 19 Mar 2019.

Vancouver:

Perez N. Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10211.3/123935.

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

Council of Science Editors:

Perez N. Eighth Graders Knowledge and Feedback of Reclassification: A Case Study at One Middle School . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/123935

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


University of California – Riverside

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

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 March 19, 2019. 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. 19 Mar 2019.

Vancouver:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2019 Mar 19]. 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


University of Southern California

30. Gomez, Frank, II. English language learners utilizing the accelerated reader program.

Degree: EdD, Education, 2009, University of Southern California

 The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR), a standard based intervention, on the academic… (more)

Subjects/Keywords: accelerated reader; English language learners; CST

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

APA (6th Edition):

Gomez, Frank, I. (2009). English language learners utilizing the accelerated reader program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371

Chicago Manual of Style (16th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

MLA Handbook (7th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Web. 19 Mar 2019.

Vancouver:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Mar 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

Council of Science Editors:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371

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