subject:(English School)

Virginia Tech

1. Daniel, Joseph Christopher. Combat Drones and International Order: An English School Approach.

Degree: MA, Political Science, 2016, Virginia Tech

► The purpose of this work is to examine the effect of the use of combat drones for the practice of targeted killing on international order.… (more)

Subjects/Keywords: International Law; Drones; English School

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APA (6^th Edition):

Daniel, J. C. (2016). Combat Drones and International Order: An English School Approach. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79564

Chicago Manual of Style (16^th Edition):

Daniel, Joseph Christopher. “Combat Drones and International Order: An English School Approach.” 2016. Masters Thesis, Virginia Tech. Accessed March 05, 2021. http://hdl.handle.net/10919/79564.

MLA Handbook (7^th Edition):

Daniel, Joseph Christopher. “Combat Drones and International Order: An English School Approach.” 2016. Web. 05 Mar 2021.

Vancouver:

Daniel JC. Combat Drones and International Order: An English School Approach. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10919/79564.

Council of Science Editors:

Daniel JC. Combat Drones and International Order: An English School Approach. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79564

University of Arizona

2. Mickens, Avery James. The Impact of Poverty on Math Readiness .

Degree: 2019, University of Arizona

URL: http://hdl.handle.net/10150/632550

► This study examines, food security, neighborhood safety, reward habits, discipline habits, parent child interactions, reading scenarios, and parent depression, which are factors in a child’s… (more)

Subjects/Keywords: English; Poverty; School Readiness; Spanish

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APA (6^th Edition):

Mickens, A. J. (2019). The Impact of Poverty on Math Readiness . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/632550

Chicago Manual of Style (16^th Edition):

Mickens, Avery James. “The Impact of Poverty on Math Readiness .” 2019. Masters Thesis, University of Arizona. Accessed March 05, 2021. http://hdl.handle.net/10150/632550.

MLA Handbook (7^th Edition):

Mickens, Avery James. “The Impact of Poverty on Math Readiness .” 2019. Web. 05 Mar 2021.

Vancouver:

Mickens AJ. The Impact of Poverty on Math Readiness . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10150/632550.

Council of Science Editors:

Mickens AJ. The Impact of Poverty on Math Readiness . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/632550

University of Ghana

3. Djorbua, C. The Role of English as Medium of Instruction in Lower Primary Schools .

Degree: 2019, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/35247

► In the lower primary classrooms in Ghana, most teachers are faced with the challenge of having to teach pupils from diverse ethnic and language groups.… (more)

Subjects/Keywords: English Language; Lower Primary School

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APA (6^th Edition):

Djorbua, C. (2019). The Role of English as Medium of Instruction in Lower Primary Schools . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/35247

Chicago Manual of Style (16^th Edition):

Djorbua, C. “The Role of English as Medium of Instruction in Lower Primary Schools .” 2019. Masters Thesis, University of Ghana. Accessed March 05, 2021. http://ugspace.ug.edu.gh/handle/123456789/35247.

MLA Handbook (7^th Edition):

Djorbua, C. “The Role of English as Medium of Instruction in Lower Primary Schools .” 2019. Web. 05 Mar 2021.

Vancouver:

Djorbua C. The Role of English as Medium of Instruction in Lower Primary Schools . [Internet] [Masters thesis]. University of Ghana; 2019. [cited 2021 Mar 05]. Available from: http://ugspace.ug.edu.gh/handle/123456789/35247.

Council of Science Editors:

Djorbua C. The Role of English as Medium of Instruction in Lower Primary Schools . [Masters Thesis]. University of Ghana; 2019. Available from: http://ugspace.ug.edu.gh/handle/123456789/35247

University of Georgia

4. Niemeyer, Lauren. A case study in the differences of teaching secondary English in Georgia public and private schools.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27548

► As students graduating from teacher education programs are beginning to graduate and enter the work force, it is important that the future teachers are able… (more)

Subjects/Keywords: Public school; private school; English education

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APA (6^th Edition):

Niemeyer, L. (2014). A case study in the differences of teaching secondary English in Georgia public and private schools. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27548

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

Chicago Manual of Style (16^th Edition):

Niemeyer, Lauren. “A case study in the differences of teaching secondary English in Georgia public and private schools.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/27548.

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

MLA Handbook (7^th Edition):

Niemeyer, Lauren. “A case study in the differences of teaching secondary English in Georgia public and private schools.” 2014. Web. 05 Mar 2021.

Vancouver:

Niemeyer L. A case study in the differences of teaching secondary English in Georgia public and private schools. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/27548.

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

Council of Science Editors:

Niemeyer L. A case study in the differences of teaching secondary English in Georgia public and private schools. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27548

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

NSYSU

5. Chen, Xiao-Ling. Using system dynamics to study the operation model of the English cram school.

Degree: Master, Business Management, 2008, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0814108-110609

► In this thesis, we try to understand the dynamic and complicated problems during operating the English cram school by building up a system dynamics model,… (more)

Subjects/Keywords: English cram school; system dynamics; education industry

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APA (6^th Edition):

Chen, X. (2008). Using system dynamics to study the operation model of the English cram school. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0814108-110609

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

Chicago Manual of Style (16^th Edition):

Chen, Xiao-Ling. “Using system dynamics to study the operation model of the English cram school.” 2008. Thesis, NSYSU. Accessed March 05, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0814108-110609.

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

MLA Handbook (7^th Edition):

Chen, Xiao-Ling. “Using system dynamics to study the operation model of the English cram school.” 2008. Web. 05 Mar 2021.

Vancouver:

Chen X. Using system dynamics to study the operation model of the English cram school. [Internet] [Thesis]. NSYSU; 2008. [cited 2021 Mar 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0814108-110609.

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

Council of Science Editors:

Chen X. Using system dynamics to study the operation model of the English cram school. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0814108-110609

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

University of Illinois – Urbana-Champaign

6. Timmer, Jennifer Dee. Equity in education: Assessing policy efforts in us schools.

Degree: PhD, Educational Psychology, 2018, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/101319

► Schools are in a unique position to identify and address student need in order to ensure all children can fully engage in the classroom learning… (more)

▼ Schools are in a unique position to identify and address student need in order to ensure all children can fully engage in the classroom learning experience, and it is critical to understand policy efforts aimed at addressing these needs and how they might contribute to valued student outcomes. This dissertation consists of two distinct papers using quantitative policy analysis to examine efforts to provide student support and access to classroom learning. In Paper 1, I compare several different approaches (e.g., English as a Second Language, bilingual, dual language) to helping English Learners (ELs) achieve proficiency in English and access core curriculum content, as demonstrated by achievement on reading and mathematics standardized assessments. I use two nationally representative longitudinal data sets, the Early Childhood Longitudinal Studies, kindergarten classes of both 1998 and 2010, and utilize propensity score matching to perform a careful comparison of both the groups’ academic performance at each wave of data collection as well as achievement trajectories from kindergarten through third grade. I then perform sensitivity analyses to further ensure the robustness of the findings. I find that students in all settings generally demonstrate similar achievement in early elementary grades as well as similar growth trajectories, and findings are robust to the presence of all but the most extreme of possible omitted variables. Importantly, students in programs involving instruction in students’ first language did not demonstrate lower achievement than those in English-only settings. Finally, I discuss the implications of this work for informing policy decisions regarding services provided to ELs. In Paper 2, I examine a new federal policy expanding free school breakfast and lunch offerings, the Community Eligibility Provision of the Healthy, Hunger-Free Kids Act of 2010, which has particular importance for children from low-income families, and its relationship with student attendance. Specifically, I focus on the first three years the program was available in Illinois, one of the first states eligible for participation. I use a difference-in-differences ordinary least-squares regression approach to estimate the relationship between program participation and student attendance amongst eligible schools, and I then use an instrumental variables approach to examine the relationships between participation and attendance amongst all schools in the state. Findings indicate that expanded access to free school breakfast and lunch is associated with increased attendance at participating schools both overall and for several student subgroups in particular. As attendance is positively associated with other valued student outcomes, such as academic achievement and attainment, these findings are promising in highlighting how students can be positively affected by this federal policy effort. Advisors/Committee Members: Cimpian, Joseph (advisor), Ryan, Katherine (Committee Chair), Lubienski, Sarah (committee member), Chang, Hua-Hua (committee member).

Subjects/Keywords: Education; equity; English Learners; School Lunch

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APA (6^th Edition):

Timmer, J. D. (2018). Equity in education: Assessing policy efforts in us schools. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101319

Chicago Manual of Style (16^th Edition):

Timmer, Jennifer Dee. “Equity in education: Assessing policy efforts in us schools.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 05, 2021. http://hdl.handle.net/2142/101319.

MLA Handbook (7^th Edition):

Timmer, Jennifer Dee. “Equity in education: Assessing policy efforts in us schools.” 2018. Web. 05 Mar 2021.

Vancouver:

Timmer JD. Equity in education: Assessing policy efforts in us schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2142/101319.

Council of Science Editors:

Timmer JD. Equity in education: Assessing policy efforts in us schools. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101319

Addis Ababa University

7. Yemanebirhan, Kelemework. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/2167

► The purpose of this study was to investigate high school students' current perception of English language learning in relation to the new language teaching approach… (more)

Subjects/Keywords: HIGH SCHOOL STUDENTS' PERCEPTION; ENGLISH LANGUAGE LEARNING:

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APA (6^th Edition):

Yemanebirhan, K. (2012). HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2167

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

Chicago Manual of Style (16^th Edition):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed March 05, 2021. http://etd.aau.edu.et/dspace/handle/123456789/2167.

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

MLA Handbook (7^th Edition):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Web. 05 Mar 2021.

Vancouver:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167.

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

Council of Science Editors:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167

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

Addis Ababa University

8. HAILEMARIAM, KEKEBA. ESTABLISHING CRITERIA FOR DESIGNING AN APROPRIATE ENGLISH COURSE FOR THE YARED MUSIC SCHOOL .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/2170

► The purpose or this study was to establish preliminary criteria tor designing ~ appropriate English course tor the tared Music School. To achieve this, the… (more)

Subjects/Keywords: appropriate English course; Yared Music school

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APA (6^th Edition):

HAILEMARIAM, K. (2012). ESTABLISHING CRITERIA FOR DESIGNING AN APROPRIATE ENGLISH COURSE FOR THE YARED MUSIC SCHOOL . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2170

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

Chicago Manual of Style (16^th Edition):

HAILEMARIAM, KEKEBA. “ESTABLISHING CRITERIA FOR DESIGNING AN APROPRIATE ENGLISH COURSE FOR THE YARED MUSIC SCHOOL .” 2012. Thesis, Addis Ababa University. Accessed March 05, 2021. http://etd.aau.edu.et/dspace/handle/123456789/2170.

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

MLA Handbook (7^th Edition):

HAILEMARIAM, KEKEBA. “ESTABLISHING CRITERIA FOR DESIGNING AN APROPRIATE ENGLISH COURSE FOR THE YARED MUSIC SCHOOL .” 2012. Web. 05 Mar 2021.

Vancouver:

HAILEMARIAM K. ESTABLISHING CRITERIA FOR DESIGNING AN APROPRIATE ENGLISH COURSE FOR THE YARED MUSIC SCHOOL . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2170.

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

Council of Science Editors:

HAILEMARIAM K. ESTABLISHING CRITERIA FOR DESIGNING AN APROPRIATE ENGLISH COURSE FOR THE YARED MUSIC SCHOOL . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2170

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

University of Debrecen

9. Orosz, László Tamásné. Teachers' Perception s of How to Prepare Eighteen-Year-Old Students for the Oral Part of the English School-Leaving Exam .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171819

► The purpose of this research was to investigate what strategies, methods and means the teachers apply in order to prepare students for the oral part… (more)

Subjects/Keywords: oral school-leaving examination; English; speaking scales

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APA (6^th Edition):

Orosz, L. T. (2013). Teachers' Perception s of How to Prepare Eighteen-Year-Old Students for the Oral Part of the English School-Leaving Exam . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171819

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

Chicago Manual of Style (16^th Edition):

Orosz, László Tamásné. “Teachers' Perception s of How to Prepare Eighteen-Year-Old Students for the Oral Part of the English School-Leaving Exam .” 2013. Thesis, University of Debrecen. Accessed March 05, 2021. http://hdl.handle.net/2437/171819.

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

MLA Handbook (7^th Edition):

Orosz, László Tamásné. “Teachers' Perception s of How to Prepare Eighteen-Year-Old Students for the Oral Part of the English School-Leaving Exam .” 2013. Web. 05 Mar 2021.

Vancouver:

Orosz LT. Teachers' Perception s of How to Prepare Eighteen-Year-Old Students for the Oral Part of the English School-Leaving Exam . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2437/171819.

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

Council of Science Editors:

Orosz LT. Teachers' Perception s of How to Prepare Eighteen-Year-Old Students for the Oral Part of the English School-Leaving Exam . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171819

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

Seton Hall University

10. Hostetter, Douglas Paul. Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2013, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/1901

► Public schools are examining their policies and instructional practices to address the achievement gap exposed by the reporting requirements of NCLB (Wenglinski, 2004). As… (more)

▼ Public schools are examining their policies and instructional practices to address the achievement gap exposed by the reporting requirements of NCLB (Wenglinski, 2004). As accountability measures and stakes rise, there is a call for an improved use ofscientific evidence to inform educational policymaking (Wiseman, 2010). In terms ofthe achievement gap, national studies at the secondary level show when students are grouped according to ability there is a rise in achievement inequality between the groups (Gamoran & Mare, 1989; Hoffer, 1992). The purpose ofthis study is to determine ifthere is a tangible, measurable academic benefit to homogeneously grouping high school honors English students in a diverse, suburban school district in Washington State. The following research question guided this study: To what extent, ifany, does ability grouping ofhigh achieving students defmed as 9th and 10th grade honors English students in a suburban Washington State school district, affect their performance on state and pre-college assessments ofreading and writing achievement when controlling for student mutable variables? The research design used a non-experimenta~ explanatory associational design. Student achievement measures were examined before, during, and after high school students were placed in either like-ability (homogeneous) or mixed-ability (heterogeneous) groups when receiving honors English instruction in both their 9th and 10th grade years. The findings ofthis study indicate that type ofgrouping is not always a significant contributor to students' scores on state and pre-college assessments ofreading and writing achievement. In models where grouping was a significant contributor, the favored grouping type was not homogeneous but heterogeneous grouping. Due to the relatively small sample size ofthis study, it is recommended that additional studies be done to answer the research question. This question is essential in our educational system's continued pursuit ofequality of educational outputs; or in other words, closing and eliminating the achievement gap. It is recommended that a larger-scale experimental, quantitative study be done to determine if the results of this study can be replicated. Advisors/Committee Members: Gerard Babo, Ed.D., James Culfield, Ed.D., Joseph Potts, Ph.D..

Subjects/Keywords: Tracking; High School English; Tracking; Detracking; Education

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APA (6^th Edition):

Hostetter, D. P. (2013). Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1901

Chicago Manual of Style (16^th Edition):

Hostetter, Douglas Paul. “Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?.” 2013. Doctoral Dissertation, Seton Hall University. Accessed March 05, 2021. https://scholarship.shu.edu/dissertations/1901.

MLA Handbook (7^th Edition):

Hostetter, Douglas Paul. “Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?.” 2013. Web. 05 Mar 2021.

Vancouver:

Hostetter DP. Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2021 Mar 05]. Available from: https://scholarship.shu.edu/dissertations/1901.

Council of Science Editors:

Hostetter DP. Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: https://scholarship.shu.edu/dissertations/1901

University of Southern California

11. Sacks, Laura S. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.

Degree: EdD, Education (Leadership), 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523

► This case study applies the Gap Analysis (Clark & Estes, 2008) approach in order to (a) analyze the challenges and barriers in knowledge and skills,… (more)

Subjects/Keywords: elementary school; teachers; English learners; education

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APA (6^th Edition):

Sacks, L. S. (2013). Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523

Chicago Manual of Style (16^th Edition):

Sacks, Laura S. “Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 05, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523.

MLA Handbook (7^th Edition):

Sacks, Laura S. “Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.” 2013. Web. 05 Mar 2021.

Vancouver:

Sacks LS. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2021 Mar 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523.

Council of Science Editors:

Sacks LS. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523

California State University – Northridge

12. Martin-Rowe, Scott. Bano Boxing Club.

Degree: MA, Department of English, 2015, California State University – Northridge

URL: http://hdl.handle.net/10211.3/132842

► For my master???s thesis, my intent was to craft a story for the students who come in my classroom and proclaim their disdain for reading.… (more)

Subjects/Keywords: High School; Dissertations, Academic – CSUN – English.

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APA (6^th Edition):

Martin-Rowe, S. (2015). Bano Boxing Club. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/132842

Chicago Manual of Style (16^th Edition):

Martin-Rowe, Scott. “Bano Boxing Club.” 2015. Masters Thesis, California State University – Northridge. Accessed March 05, 2021. http://hdl.handle.net/10211.3/132842.

MLA Handbook (7^th Edition):

Martin-Rowe, Scott. “Bano Boxing Club.” 2015. Web. 05 Mar 2021.

Vancouver:

Martin-Rowe S. Bano Boxing Club. [Internet] [Masters thesis]. California State University – Northridge; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/132842.

Council of Science Editors:

Martin-Rowe S. Bano Boxing Club. [Masters Thesis]. California State University – Northridge; 2015. Available from: http://hdl.handle.net/10211.3/132842

University of Limerick

13. McCarthy, Andrew. An exploration of L2 motivation and identity in the Japanese high school context.

Degree: 2019, University of Limerick

URL: http://hdl.handle.net/10344/8141

►

peer-reviewed

English education in Japan has been undergoing a transformation, especially in the last decade, in order to improve on the statically low levels of… (more)

Subjects/Keywords: Japanese; English education; Japanese high school

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APA (6^th Edition):

McCarthy, A. (2019). An exploration of L2 motivation and identity in the Japanese high school context. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/8141

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

Chicago Manual of Style (16^th Edition):

McCarthy, Andrew. “An exploration of L2 motivation and identity in the Japanese high school context.” 2019. Thesis, University of Limerick. Accessed March 05, 2021. http://hdl.handle.net/10344/8141.

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

MLA Handbook (7^th Edition):

McCarthy, Andrew. “An exploration of L2 motivation and identity in the Japanese high school context.” 2019. Web. 05 Mar 2021.

Vancouver:

McCarthy A. An exploration of L2 motivation and identity in the Japanese high school context. [Internet] [Thesis]. University of Limerick; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10344/8141.

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

Council of Science Editors:

McCarthy A. An exploration of L2 motivation and identity in the Japanese high school context. [Thesis]. University of Limerick; 2019. Available from: http://hdl.handle.net/10344/8141

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

University of Texas – Austin

14. Pettit, Sarah Michelle. The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability.

Degree: MA, Educational Psychology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3012

► This study looks at two methods of identification for a specific learning disability in reading – Response to Intervention and Discrepancy Testing – and examines… (more)

Subjects/Keywords: English language learners; Assessment; School psychology

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APA (6^th Edition):

Pettit, S. M. (2011). The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3012

Chicago Manual of Style (16^th Edition):

Pettit, Sarah Michelle. “The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability.” 2011. Masters Thesis, University of Texas – Austin. Accessed March 05, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3012.

MLA Handbook (7^th Edition):

Pettit, Sarah Michelle. “The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability.” 2011. Web. 05 Mar 2021.

Vancouver:

Pettit SM. The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3012.

Council of Science Editors:

Pettit SM. The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3012

15. Lariviere, Mary. EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE.

Degree: 2016, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/29

► Purpose The primary purpose of this journal-ready dissertation was to determine the degree to which differences existed in extracurricular participation rates among students as a… (more)

▼ Purpose The primary purpose of this journal-ready dissertation was to determine the degree to which differences existed in extracurricular participation rates among students as a function of status as an English Language Learner. Additionally, the extent to which participation was related to socioeconomic status and length of time in U.S. schools was examined. The secondary purpose of this journal-ready dissertation was to ascertain to what extent participation in extracurricular activities related to English language acquisition, academic performance, and certain behaviors related to school connectedness among English Language Learners. Method A non-experimental, causal-comparative research design was utilized for this journal-ready dissertation. Archival data were obtained from a large district in southeast Texas. Specific information obtained was inclusive of student status as an English Language Learner, student status as economically disadvantaged, student ethnicity, student years in U.S. schools, and course enrollment. In addition, scores on the Texas English Language Proficiency Assessment System, scores on the State of Texas Assessment for Academic Readiness, attendance rates, grade point average, student status for honor roll, and number of disciplinary infractions were analyzed as a function of extracurricular activity participation. Results Revealed in the analyses was that English Language Learners did not engage in extracurricular activities at a rate that was comparable to their English proficient peers. Further, economic status and length of time in U.S. schools was not related to participation among English Language Learners. Participation in extracurricular activities was also not related to progress toward or attainment of language fluency. However, participation in extracurricular activities was statistically significantly negatively related to reading and mathematics achievement for English Language Learners. For all of the school connectedness factors examined (i.e., student grades, student attendance, and student discipline), statistically significant relationships were present for English Language Learners who participated in extracurricular activities. Results were not congruent with the extant literature regarding extracurricular activity participation and school performance. Suggestions for future research, as well as implications for policy and practice, were provided. Advisors/Committee Members: Slate, John R (advisor), Martinez-Garcia, Cynthia (committee member), Moore, George W. (committee member).

Subjects/Keywords: Extracurricular Activities; School Connectedness; English Language Learner; Limited English Proficient; Second Language Acquisition; School Involvement

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APA (6^th Edition):

Lariviere, M. (2016). EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/29

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

Chicago Manual of Style (16^th Edition):

Lariviere, Mary. “EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE.” 2016. Thesis, Sam Houston State University. Accessed March 05, 2021. http://hdl.handle.net/20.500.11875/29.

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

MLA Handbook (7^th Edition):

Lariviere, Mary. “EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE.” 2016. Web. 05 Mar 2021.

Vancouver:

Lariviere M. EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE. [Internet] [Thesis]. Sam Houston State University; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/20.500.11875/29.

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

Council of Science Editors:

Lariviere M. EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE. [Thesis]. Sam Houston State University; 2016. Available from: http://hdl.handle.net/20.500.11875/29

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

Northeastern University

16. Doblix, Jonathan. English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals.

Degree: EdD, School of Education, 2019, Northeastern University

URL: http://hdl.handle.net/2047/D20350244

► The focus of this study centers on interactions encountered by English Language Learners (ELLs) within one mid-Atlantic semi-urban school division, as well as their perceptions… (more)

Subjects/Keywords: English Language Learners; School Climate; School Culture; Social Justice; English as a second language

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APA (6^th Edition):

Doblix, J. (2019). English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20350244

Chicago Manual of Style (16^th Edition):

Doblix, Jonathan. “English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals.” 2019. Doctoral Dissertation, Northeastern University. Accessed March 05, 2021. http://hdl.handle.net/2047/D20350244.

MLA Handbook (7^th Edition):

Doblix, Jonathan. “English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals.” 2019. Web. 05 Mar 2021.

Vancouver:

Doblix J. English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2047/D20350244.

Council of Science Editors:

Doblix J. English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20350244

University of Minnesota

17. Halloran, Clare. School and District Leadership for Long-Term English Learners: An Interview Study.

Degree: PhD, Organizational Leadership, Policy, and Development, 2020, University of Minnesota

URL: http://hdl.handle.net/11299/218715

► Purpose: In recent years, there has been growing awareness among educators and researchers about long-term English learners (LTELs). Unfortunately, there is limited information on how… (more)

▼ Purpose: In recent years, there has been growing awareness among educators and researchers about long-term English learners (LTELs). Unfortunately, there is limited information on how leaders are supporting their LTELs, particularly at the high school level, or on these students’ key characteristics in Minnesota. The purpose of this study was to explore how district and school leaders identify and support LTELs in Minnesota high schools, as well as to explore key characteristics of the state’s LTELs. Research Methods: This qualitative study examined data from 17 interviews with school and district leaders across eight school districts in Minnesota, as well as de-identified student demographic information and academic performance data from the Minnesota Department of Education. Findings: This study identified four key findings: (a) No leaders identified a formal districtwide definition for LTELs, with some leaders citing little to no familiarity with the term “LTEL”; (b) LTELs represent nearly 40 percent of Minnesota’s high school EL population. The majority of LTELs in study districts reached Levels 3 and 4 on the ACCESS assessment, with listening as their strongest area and speaking as their weakest domain; (c) Leaders indicated that a primary barrier for LTELs is that they are not receiving the instruction they need in general education classrooms; (d) Leaders primarily reported meeting their LTELs’ needs through co-taught instruction, school-district collaborations, and strong high school EL staff. Conclusions and Implications: This study concludes that a first step in addressing LTELs’ needs would be for district leaders to establish and communicate a definition for LTELs so that decisions about serving those students can be made with consistency. In addition, district and school leaders need to seek ways to collaborate to address diverse EL needs at the secondary level, including reviewing student schedules and school programming, hiring EL staff, and reviewing EL instructional models. Leadership preparation programs can also assist in improving LTELs’ education by including content about the diversity of the EL student population, the process of EL language acquisition, language assessments, and how to support a schoolwide focus on academic language.

Subjects/Keywords: District leadership; English learners (ELs); Long-term English learners (LTELs); School leadership; Secondary school

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

APA (6^th Edition):

Halloran, C. (2020). School and District Leadership for Long-Term English Learners: An Interview Study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/218715

Chicago Manual of Style (16^th Edition):

Halloran, Clare. “School and District Leadership for Long-Term English Learners: An Interview Study.” 2020. Doctoral Dissertation, University of Minnesota. Accessed March 05, 2021. http://hdl.handle.net/11299/218715.

MLA Handbook (7^th Edition):

Halloran, Clare. “School and District Leadership for Long-Term English Learners: An Interview Study.” 2020. Web. 05 Mar 2021.

Vancouver:

Halloran C. School and District Leadership for Long-Term English Learners: An Interview Study. [Internet] [Doctoral dissertation]. University of Minnesota; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11299/218715.

Council of Science Editors:

Halloran C. School and District Leadership for Long-Term English Learners: An Interview Study. [Doctoral Dissertation]. University of Minnesota; 2020. Available from: http://hdl.handle.net/11299/218715

University of Tennessee – Knoxville

18. Schell, Robin. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.

Degree: 2019, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/5588

► Thousands of migrant and refugee children with limited or interrupted formal education enroll in U.S. schools each year. Mainstream society positions them at the margins… (more)

▼ Thousands of migrant and refugee children with limited or interrupted formal education enroll in U.S. schools each year. Mainstream society positions them at the margins of society, by default, placing them at risk of adopting impoverished identities that preclude full participation in society. As proposed by Freire (1970/1996), critical consciousness development has been explored as a way to empower youth to become agentive in authoring their own lives. This study describes the nature of critical consciousness, or the recognition and challenge of oppression through agentive acts, expressed by adolescent refugee English learners (ELs). The ELs’ perceptions of injustices in their lives formed the basis of collective interrogation and challenge of injustice in two urban middle school English as a Second Language (ESL) classrooms. Critical pedagogy consisting of culture circles, modeled on Freire (1970/ 1996) and Souto-Manning (2010) and thematic unit lesson plans (Brown, 2004, 2007) were implemented to draw out expressions of students’ critical consciousness. Audio-recordings of culture circles, regular class sessions, and semi-structured interviews were collected and transcribed. Student writing, field notes, and the researcher’s reflective journal were also collected. Thematic analysis was conducted using a template approach based on Freire’s (1970/1996) critical consciousness continuum using the categories semi-intransitive consciousness, naïve consciousness, and critical consciousness. The template went through several iterations as analysis revealed Freire’s categories to be insufficient in describing forms of agency and action evident in the data. The final template analysis revealed dynamic and transcategorical tendencies in the ELs’ consciousness. Varying degrees of critical awareness, agency, and action were manifested simultaneously. It also became clear that students’ agency and awareness levels were not aligned. As a result, this study highlights the urgency of critical pedagogy practices in ESL classrooms. Critical pedagogy can nurture students’ sense of agency, a necessary precursor of action. Teachers must afford students opportunities to grapple with injustice in a supportive environment. Students need to feel safe in voicing their opinions and concerns in order to develop a sense of agency which can help them succeed in school and become full participants in society.

Subjects/Keywords: English learners; English language learners; critical consciousness; critical pedagogy; middle school; refugee; adolescent English learners

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

APA (6^th Edition):

Schell, R. (2019). Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5588

Chicago Manual of Style (16^th Edition):

Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 05, 2021. https://trace.tennessee.edu/utk_graddiss/5588.

MLA Handbook (7^th Edition):

Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Web. 05 Mar 2021.

Vancouver:

Schell R. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Mar 05]. Available from: https://trace.tennessee.edu/utk_graddiss/5588.

Council of Science Editors:

Schell R. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5588

NSYSU

19. Liou, Jia-yu. Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions.

Degree: Master, Foreign Language and Literature, 2011, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125111-164815

► The aim of this study was to explore learning experience of EFL elementary school students during peer-led English picturebook discussions. This study primarily addressed the… (more)

▼ The aim of this study was to explore learning experience of EFL elementary school students during peer-led English picturebook discussions. This study primarily addressed the following aspects: 1)elements that constituted EFL learnersâco-construction in terms of intersubjectivity; 2) the processes of co-construction among EFL learners; 3) the relationships between EFL learnersâperceptions of English picturebook discussion experience and their participation in co-construction. The present study adopted a single instrumental case study and recruited four sixth-grade EFL learners in Kaohsiung City. Procedures of data collection included observations and interviews, lasting from June 2009 (excluding July and August) to January 2010. The researcher transcribed the data and employed the constant comparative method for data analysis. In addition, the researcher adopted Matusovâs (1996) idea of intersubjectivity as her analytical framework in the later stage of the data analysis. The study showed the following results. First, the four EFL learnersâco-construction constituted both agreements and disagreements. Second, during the processes of meaning co-construction, the four EFL learners drew on single and multiple resources to clarify confusions and extend meanings. Third, during the English picturebook discussions, the four EFL learnersâperceptions of peer interaction and participation towards co-construction were mutually affected. The findings of this study are consistent with Matusovâs (1996) concept of intersubjectivity for revealing that some disagreements may encourage co-construction among the four EFL learners. Also, this study echoes Wertschâs (1979, 1984) idea of situation definition and demonstrates the nature of the four EFL learnerâs shifting perceptions when interpreting the activity of English picturebook discussions. For further studies, researchers can explore why some of the disagreements among students cannot encourage co-construction. In addition, future studies can investigate the fluctuating nature of situation definitions and the mutually affected ways of the learnersâsituation definitions. For EFL elementary teachers who are interested in incorporating English picturebook discussions into peer-led group activities, this study provides two pedagogical implications. First, EFL teachers are encouraged to pay more attention to studentsâ co-construction processes in peer-led English picturebook discussions, instead of only focusing on the product of co-construction. Second, EFL teachers are suggested to be aware of possible factors that can negatively affect studentsâwillingness to participate in group discussions, such as peer influence and peer pressure. Advisors/Committee Members: Shu-Ing Shyu (chair), Yu-Feng Yang (committee member), Hui-Tz Min (chair).

Subjects/Keywords: elementary school English; English picturebooks; intersubjectivity; co-construction

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APA (6^th Edition):

Liou, J. (2011). Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125111-164815

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

Chicago Manual of Style (16^th Edition):

Liou, Jia-yu. “Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions.” 2011. Thesis, NSYSU. Accessed March 05, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125111-164815.

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

MLA Handbook (7^th Edition):

Liou, Jia-yu. “Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions.” 2011. Web. 05 Mar 2021.

Vancouver:

Liou J. Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions. [Internet] [Thesis]. NSYSU; 2011. [cited 2021 Mar 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125111-164815.

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

Council of Science Editors:

Liou J. Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions. [Thesis]. NSYSU; 2011. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125111-164815

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

20. Padilla, Britni. Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .

Degree: 2015, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/138860

► This project focused on the various strategies and supports that aid beginning English learners to develop content specific literacy in a general education classroom. The… (more)

Subjects/Keywords: middle school; Beginning English Learners; Supporting English learners

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APA (6^th Edition):

Padilla, B. (2015). Supporting Beginning English Learners in the Middle School General Education Content Area Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138860

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

Chicago Manual of Style (16^th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Thesis, California State University – San Marcos. Accessed March 05, 2021. http://hdl.handle.net/10211.3/138860.

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

MLA Handbook (7^th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Web. 05 Mar 2021.

Vancouver:

Padilla B. Supporting Beginning English Learners in the Middle School General Education Content Area Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/138860.

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

Council of Science Editors:

Padilla B. Supporting Beginning English Learners in the Middle School General Education Content Area Classroom . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138860

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

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

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/486

► 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 (6^th 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 (16^th 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 05, 2021. 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 (7^th Edition):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Web. 05 Mar 2021.

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 2021 Mar 05]. 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

Universiteit Utrecht

22. Vuurst, R.A. van de. Diversity in the English Language Classroom.

Degree: 2016, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/327901

► This study examines the relationship between different approaches to the English education Dutch students receive at primary school and their English language proficiency as tested… (more)

Subjects/Keywords: English education; primary school; secondary school; differentiation; different approaches to teaching

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APA (6^th Edition):

Vuurst, R. A. v. d. (2016). Diversity in the English Language Classroom. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/327901

Chicago Manual of Style (16^th Edition):

Vuurst, R A van de. “Diversity in the English Language Classroom.” 2016. Masters Thesis, Universiteit Utrecht. Accessed March 05, 2021. http://dspace.library.uu.nl:8080/handle/1874/327901.

MLA Handbook (7^th Edition):

Vuurst, R A van de. “Diversity in the English Language Classroom.” 2016. Web. 05 Mar 2021.

Vancouver:

Vuurst RAvd. Diversity in the English Language Classroom. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2021 Mar 05]. Available from: http://dspace.library.uu.nl:8080/handle/1874/327901.

Council of Science Editors:

Vuurst RAvd. Diversity in the English Language Classroom. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/327901

Texas A&M University

23. Guerrero, Nancy Aguilar. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.

Degree: PhD, Educational Administration, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158085

► English language learners (ELLs) in public schools are a rapidly growing student population. Hispanic ELLs in Texas are working against numerous odds in public schools… (more)

Subjects/Keywords: School leadership; English Language Learners; school systems; instructional leadership

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APA (6^th Edition):

Guerrero, N. A. (2016). An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158085

Chicago Manual of Style (16^th Edition):

Guerrero, Nancy Aguilar. “An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 05, 2021. http://hdl.handle.net/1969.1/158085.

MLA Handbook (7^th Edition):

Guerrero, Nancy Aguilar. “An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.” 2016. Web. 05 Mar 2021.

Vancouver:

Guerrero NA. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1969.1/158085.

Council of Science Editors:

Guerrero NA. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158085

University of Cambridge

24. Iordanaki, Evangelia. A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks.

Degree: PhD, 2017, University of Cambridge

URL: https://www.repository.cam.ac.uk/handle/1810/267984

► This thesis investigates how Greek and English 11-year-old students respond to wordless picturebooks. Through the identification of themes in their responses, the study explores the… (more)

▼ This thesis investigates how Greek and English 11-year-old students respond to wordless picturebooks. Through the identification of themes in their responses, the study explores the children's engagement while interpreting these books, and also demonstrates how wordless picturebooks can be addressed to and enjoyed by fluent readers. The central tenets of the thesis are described through a socio-cultural perspective of reader response theories. The approach taken places emphasis on the reader's active engagement, for each reader uses visual decoding skills and culturally-oriented knowledge in an effort to resolve the ambiguities of the pictures in a wordless story. The socio-cultural dimension is highlighted throughout this study since the entire process of reading is considered a socio-cultural event. Case studies were conducted, comprising of two groups of four 11-year-old students in England and two groups of the same size in Greece. The data collected includes the children's videoed group discussions, their drawings and their individual short semi-structured interviews. The sessions were verbatim transcribed and analysed drawing on existing frameworks for the analysis of children's discussions on picturebooks, but also incorporating new categories emerged from the data. Based on empirical evidence, this study refines and extends pre-existing research on reader response theories and wordless picturebooks. The main findings indicate that the children's engagement with wordless picturebooks is a dynamic process shaped by four factors: visual decoding, expectations, emotions, and context. The importance of expectations is particularly highlighted, as the children's narrative and cultural expectations were either reinforced or challenged by their reading of the wordless books. This study has implications for teachers, researchers and publishers. It widens the range of readership of wordless picturebooks and increases the purposes of their use, as it reveals their special nature and complexity. Last, this thesis encourages teachers to support students' technical vocabulary on images, and invites schools to integrate wordless picturebooks into their curriculum for older children.

Subjects/Keywords: wordless picturebooks; children's responses; socio-cultural study; Greek school; English school

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

APA (6^th Edition):

Iordanaki, E. (2017). A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/267984

Chicago Manual of Style (16^th Edition):

Iordanaki, Evangelia. “A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks.” 2017. Doctoral Dissertation, University of Cambridge. Accessed March 05, 2021. https://www.repository.cam.ac.uk/handle/1810/267984.

MLA Handbook (7^th Edition):

Iordanaki, Evangelia. “A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks.” 2017. Web. 05 Mar 2021.

Vancouver:

Iordanaki E. A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2021 Mar 05]. Available from: https://www.repository.cam.ac.uk/handle/1810/267984.

Council of Science Editors:

Iordanaki E. A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://www.repository.cam.ac.uk/handle/1810/267984

Uppsala University

25. Tärngren, Susan. Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools.

Degree: Education, 2015, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269231

► The purpose of this study was to discover what nursery teachers thought about an introduction of English to Swedish nursery schools, whether they had… (more)

Subjects/Keywords: nursery school; pre-school; English; Sweden; teachers; Förskola; Engelska; Sverige; förskollärare

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

APA (6^th Edition):

Tärngren, S. (2015). Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269231

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

Chicago Manual of Style (16^th Edition):

Tärngren, Susan. “Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools.” 2015. Thesis, Uppsala University. Accessed March 05, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269231.

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

MLA Handbook (7^th Edition):

Tärngren, Susan. “Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools.” 2015. Web. 05 Mar 2021.

Vancouver:

Tärngren S. Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools. [Internet] [Thesis]. Uppsala University; 2015. [cited 2021 Mar 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269231.

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

Council of Science Editors:

Tärngren S. Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269231

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

University of Georgia

26. Johnson, Leonissa Valrie. School counselor self-efficacy with English Language Learners.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28539

► English Language Learners represent the fastest growing student population in the U.S. These students have diverse school experiences that are influenced by many factors. They… (more)

Subjects/Keywords: English Language Learners; School Counselors; Self-Efficacy; School Counselor Training

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

APA (6^th Edition):

Johnson, L. V. (2014). School counselor self-efficacy with English Language Learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28539

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

Chicago Manual of Style (16^th Edition):

Johnson, Leonissa Valrie. “School counselor self-efficacy with English Language Learners.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/28539.

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

MLA Handbook (7^th Edition):

Johnson, Leonissa Valrie. “School counselor self-efficacy with English Language Learners.” 2014. Web. 05 Mar 2021.

Vancouver:

Johnson LV. School counselor self-efficacy with English Language Learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/28539.

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

Council of Science Editors:

Johnson LV. School counselor self-efficacy with English Language Learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28539

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

University of Southern California

27. Avila, Carlos. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.

Degree: EdD, Education (Leadership), 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

► Long-term English learners (LTEL) are students who have attended U.S. schools 6 or more years, but have failed to attain academic and language proficiency. The… (more)

Subjects/Keywords: English learners; long-term English learners; English learners secondary school; English learners high school; goal alignment at secondary schools; gap analysis; systemic support of English learners; goal communication

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

APA (6^th Edition):

Avila, C. (2013). A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

Chicago Manual of Style (16^th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 05, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

MLA Handbook (7^th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Web. 05 Mar 2021.

Vancouver:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2021 Mar 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

Council of Science Editors:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

28. Culbertson, Deborah Jean. History of standardization of English language arts: an analysis of the foundation and focus of English language arts .

Degree: 2013, Texas A&M University – Corpus Christi

URL: http://hdl.handle.net/1969.6/411

► This dissertation analyzed English language arts standards for changes in the focus and foundation of English language arts content, which added a new dimension to… (more)

Subjects/Keywords: Curriculum and standards in English; High School English; History of English language arts in high school; History of Standards in high school

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

APA (6^th Edition):

Culbertson, D. J. (2013). History of standardization of English language arts: an analysis of the foundation and focus of English language arts . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/411

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

Chicago Manual of Style (16^th Edition):

Culbertson, Deborah Jean. “History of standardization of English language arts: an analysis of the foundation and focus of English language arts .” 2013. Thesis, Texas A&M University – Corpus Christi. Accessed March 05, 2021. http://hdl.handle.net/1969.6/411.

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

MLA Handbook (7^th Edition):

Culbertson, Deborah Jean. “History of standardization of English language arts: an analysis of the foundation and focus of English language arts .” 2013. Web. 05 Mar 2021.

Vancouver:

Culbertson DJ. History of standardization of English language arts: an analysis of the foundation and focus of English language arts . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1969.6/411.

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

Council of Science Editors:

Culbertson DJ. History of standardization of English language arts: an analysis of the foundation and focus of English language arts . [Thesis]. Texas A&M University – Corpus Christi; 2013. Available from: http://hdl.handle.net/1969.6/411

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

NSYSU

29. Chung, Yu-min. Factors related with Junior High School Studentsâ Attitudes toward and Achievement in Learning English.

Degree: Master, Education, 2012, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-150408

► The purpose of this study was to explore junior high school studentsâ attitudes toward learning English and achievement in learning English, and analyzed the significant… (more)

Subjects/Keywords: Junior high school students; attitudes toward learning English; achievement in learning English

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

APA (6^th Edition):

Chung, Y. (2012). Factors related with Junior High School Studentsâ Attitudes toward and Achievement in Learning English. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-150408

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

Chicago Manual of Style (16^th Edition):

Chung, Yu-min. “Factors related with Junior High School Studentsâ Attitudes toward and Achievement in Learning English.” 2012. Thesis, NSYSU. Accessed March 05, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-150408.

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

MLA Handbook (7^th Edition):

Chung, Yu-min. “Factors related with Junior High School Studentsâ Attitudes toward and Achievement in Learning English.” 2012. Web. 05 Mar 2021.

Vancouver:

Chung Y. Factors related with Junior High School Studentsâ Attitudes toward and Achievement in Learning English. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Mar 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-150408.

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

Council of Science Editors:

Chung Y. Factors related with Junior High School Studentsâ Attitudes toward and Achievement in Learning English. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-150408

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

George Mason University

30. Reilly, Kathleen Anne. Artist or Author? Making Meaning through Verbal and Nonverbal Texts in Secondary English Language Arts .

Degree: 2013, George Mason University

URL: http://hdl.handle.net/1920/8301

► This qualitative study examined ways a 10th grade ELA teacher integrated analyses of literary texts and evocative, nonverbal texts (e.g., images in visual art or… (more)

Subjects/Keywords: secondary English language arts; visual texts; common core; high school English; literary texts; nonverbal texts

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

APA (6^th Edition):

Reilly, K. A. (2013). Artist or Author? Making Meaning through Verbal and Nonverbal Texts in Secondary English Language Arts . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8301

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

Chicago Manual of Style (16^th Edition):

Reilly, Kathleen Anne. “Artist or Author? Making Meaning through Verbal and Nonverbal Texts in Secondary English Language Arts .” 2013. Thesis, George Mason University. Accessed March 05, 2021. http://hdl.handle.net/1920/8301.

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

MLA Handbook (7^th Edition):

Reilly, Kathleen Anne. “Artist or Author? Making Meaning through Verbal and Nonverbal Texts in Secondary English Language Arts .” 2013. Web. 05 Mar 2021.

Vancouver:

Reilly KA. Artist or Author? Making Meaning through Verbal and Nonverbal Texts in Secondary English Language Arts . [Internet] [Thesis]. George Mason University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1920/8301.

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

Council of Science Editors:

Reilly KA. Artist or Author? Making Meaning through Verbal and Nonverbal Texts in Secondary English Language Arts . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8301

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

Open Access Theses and Dissertations