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You searched for subject:(English learners). Showing records 1 – 30 of 933 total matches.

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1. Isiah, Rosa I. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

English learners are expected to acquire academic language and content simultaneously. Long Term English Learners (LTELs), a growing English Learner subgroup, struggle academically and… (more)

Subjects/Keywords: English Learners; Long Term English Learners; Education

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APA (6th Edition):

Isiah, R. I. (2015). Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/471

Chicago Manual of Style (16th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed August 22, 2019. https://digitalcommons.lmu.edu/etd/471.

MLA Handbook (7th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Web. 22 Aug 2019.

Vancouver:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Aug 22]. Available from: https://digitalcommons.lmu.edu/etd/471.

Council of Science Editors:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/471


University of Georgia

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

Degree: PhD, Education, 2009, University of Georgia

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

Subjects/Keywords: English language learners

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Doctoral Dissertation, University of Georgia. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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

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

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

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

Subjects/Keywords: English Language Learners

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Masters Thesis, University of Georgia. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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

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

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

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

Subjects/Keywords: English Language Learners

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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

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

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

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

Subjects/Keywords: English Language Learners

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Masters Thesis, University of Georgia. Accessed August 22, 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. 22 Aug 2019.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Aug 22]. 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


University of Southern California

6. Soto, Iztaccíhuatl G. Evaluation of the progress of elementary English learners at Daisyville Unified School District.

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

 The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics… (more)

Subjects/Keywords: elementary; English learners

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APA (6th Edition):

Soto, I. G. (2010). Evaluation of the progress of elementary English learners at Daisyville Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541

Chicago Manual of Style (16th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541.

MLA Handbook (7th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Web. 22 Aug 2019.

Vancouver:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541.

Council of Science Editors:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541


Boston College

7. 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Doctoral Dissertation, Boston College. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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


University of California – Riverside

8. Casillas, Jacqueline. Long Term English Learners: Success for Some.

Degree: Education, 2018, University of California – Riverside

 Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and… (more)

Subjects/Keywords: Education; Community Cultural Wealth; English Learners; Long Term English Learners; Reclassified English Learners; Student Voice

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APA (6th Edition):

Casillas, J. (2018). Long Term English Learners: Success for Some. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/1vd9p1v6

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):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Thesis, University of California – Riverside. Accessed August 22, 2019. http://www.escholarship.org/uc/item/1vd9p1v6.

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

MLA Handbook (7th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Web. 22 Aug 2019.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Aug 22]. Available from: http://www.escholarship.org/uc/item/1vd9p1v6.

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

Council of Science Editors:

Casillas J. Long Term English Learners: Success for Some. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/1vd9p1v6

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


Texas A&M University

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

Degree: 2009, Texas A&M University

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

Subjects/Keywords: Dual Language; English Language Learners

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Thesis, Texas A&M University. Accessed August 22, 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. 22 Aug 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 Aug 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

Council of Science Editors:

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

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


University of Edinburgh

10. Alswary, Tara I A. The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners.

Degree: 2012, University of Edinburgh

 Vowel sounds along with consonants constitute the sound system of each language throughout the World including English. Among various accents in English language, Received Pronunciation… (more)

Subjects/Keywords: Kurdish EFL learners; English monophthongs

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APA (6th Edition):

Alswary, T. I. A. (2012). The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8481

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):

Alswary, Tara I A. “The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners.” 2012. Thesis, University of Edinburgh. Accessed August 22, 2019. http://hdl.handle.net/1842/8481.

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

MLA Handbook (7th Edition):

Alswary, Tara I A. “The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners.” 2012. Web. 22 Aug 2019.

Vancouver:

Alswary TIA. The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1842/8481.

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

Council of Science Editors:

Alswary TIA. The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8481

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


California State University – Sacramento

11. P??rez, Alejandra. Academic success among Latino high school second language learners.

Degree: 2010, California State University – Sacramento

 There is a serious problem with the educational attainment for Latino students. Historically, Latino students are not graduating from high school because they are not… (more)

Subjects/Keywords: Support programs; AVID; English learners

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APA (6th Edition):

P??rez, A. (2010). Academic success among Latino high school second language learners. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/551

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):

P??rez, Alejandra. “Academic success among Latino high school second language learners.” 2010. Thesis, California State University – Sacramento. Accessed August 22, 2019. http://hdl.handle.net/10211.9/551.

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

MLA Handbook (7th Edition):

P??rez, Alejandra. “Academic success among Latino high school second language learners.” 2010. Web. 22 Aug 2019.

Vancouver:

P??rez A. Academic success among Latino high school second language learners. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10211.9/551.

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

Council of Science Editors:

P??rez A. Academic success among Latino high school second language learners. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/551

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


California State University – Sacramento

12. Buddingh, Melissa. The effects of teaching roots and affixes on the vocabulary development of underperforming students.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 Recent STAR testing results show that California students are not performing well on the English/Language Arts portion of the examination (California Department of Education, 2008).… (more)

Subjects/Keywords: English learners; Junior high; Vocabulary

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APA (6th Edition):

Buddingh, M. (2010). The effects of teaching roots and affixes on the vocabulary development of underperforming students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/674

Chicago Manual of Style (16th Edition):

Buddingh, Melissa. “The effects of teaching roots and affixes on the vocabulary development of underperforming students.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 22, 2019. http://hdl.handle.net/10211.9/674.

MLA Handbook (7th Edition):

Buddingh, Melissa. “The effects of teaching roots and affixes on the vocabulary development of underperforming students.” 2010. Web. 22 Aug 2019.

Vancouver:

Buddingh M. The effects of teaching roots and affixes on the vocabulary development of underperforming students. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10211.9/674.

Council of Science Editors:

Buddingh M. The effects of teaching roots and affixes on the vocabulary development of underperforming students. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/674

13. Lopez, Danielle. How do Newly Credentialed Teachers Conceptualize English Learners? .

Degree: 2013, California State University – San Marcos

 Our population and education system is continuing to grow and change. Over a quarter of the students enrolled in California???s public schools are English learners.… (more)

Subjects/Keywords: English Learners; Teacher Perceptions; ELs

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APA (6th Edition):

Lopez, D. (2013). How do Newly Credentialed Teachers Conceptualize English Learners? . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/390

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):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Thesis, California State University – San Marcos. Accessed August 22, 2019. http://hdl.handle.net/10211.8/390.

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

MLA Handbook (7th Edition):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Web. 22 Aug 2019.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10211.8/390.

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

Council of Science Editors:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/390

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

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

Degree: 2015, California State University – San Marcos

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

Subjects/Keywords: Literacy; English Language Learners; Reading

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Pino, Ann. “Literacy and English Language Learners .” 2015. Thesis, California State University – San Marcos. Accessed August 22, 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. 22 Aug 2019.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Aug 22]. 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 Southern California

15. Torres, Luz Adriana. Gifted Spanish speaking English learners' participation in advanced placement programs.

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

 This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in… (more)

Subjects/Keywords: gifted Spanish speaking English Learners; gifted English Learners and AP courses; gifted English Learners; English Learners and AP courses

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APA (6th Edition):

Torres, L. A. (2010). Gifted Spanish speaking English learners' participation in advanced placement programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

Chicago Manual of Style (16th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

MLA Handbook (7th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Web. 22 Aug 2019.

Vancouver:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

Council of Science Editors:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047


University of Houston

16. -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 August 22, 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. 22 Aug 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 Aug 22]. 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

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

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 August 22, 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. 22 Aug 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 Aug 22]. 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

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

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 August 22, 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. 22 Aug 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 Aug 22]. 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

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

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 August 22, 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. 22 Aug 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 Aug 22]. 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


University of Southern California

20. Greeson, Mary Linda Alvarez. English learners' performance on the California Standards Test at Aviles Elementary.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The purpose of this quasi-experimental study was to describe, analyze and develop solutions for the performance gap for English-language learners at Aviles Elementary who had… (more)

Subjects/Keywords: English learners

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

APA (6th Edition):

Greeson, M. L. A. (2008). English learners' performance on the California Standards Test at Aviles Elementary. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372

Chicago Manual of Style (16th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372.

MLA Handbook (7th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Web. 22 Aug 2019.

Vancouver:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372.

Council of Science Editors:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372


University of Southern California

21. Garcia Huerta, Maria del Carmen. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.

Degree: EdD, Education (Leadership)Education (Psychology & Technology), 2007, University of Southern California

English Learners (EL) are often viewed as a homogenous group of students, when in fact they are a diverse group with distinct generational differences among… (more)

Subjects/Keywords: English learners

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APA (6th Edition):

Garcia Huerta, M. d. C. (2007). Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227

Chicago Manual of Style (16th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227.

MLA Handbook (7th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Web. 22 Aug 2019.

Vancouver:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227.

Council of Science Editors:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227

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

Degree: 2013, California State University – San Marcos

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Thesis, California State University – San Marcos. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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

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

Degree: 2014, California State University – San Marcos

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Velasquez, Maria. “A Case Study of Long Term English Learners in One Middle School .” 2014. Thesis, California State University – San Marcos. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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

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

Degree: 2015, California State University – San Marcos

 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 (6th 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 (16th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Thesis, California State University – San Marcos. Accessed August 22, 2019. 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 (7th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Web. 22 Aug 2019.

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 2019 Aug 22]. 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


University of Southern California

25. 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

 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 (6th 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 (16th 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 August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

MLA Handbook (7th 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. 22 Aug 2019.

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 2019 Aug 22]. 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

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

Degree: 2012, California State University – San Marcos

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Thesis, California State University – San Marcos. Accessed August 22, 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. 22 Aug 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 Aug 22]. Available from: http://hdl.handle.net/10211.8/155.

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

Council of Science Editors:

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

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


University of Texas – Austin

27. Cook, Matthew Alan, 1975-. A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners.

Degree: Spanish and Portuguese, 2010, University of Texas – Austin

 Heeding the call by Firth and Wagner (1997) for a re-analysis of some of the “facts” of modern second language (L2) learning theory and research,… (more)

Subjects/Keywords: L2 learning; L2 use; Spanish learners; English learners

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APA (6th Edition):

Cook, Matthew Alan, 1. (2010). A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1647

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):

Cook, Matthew Alan, 1975-. “A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners.” 2010. Thesis, University of Texas – Austin. Accessed August 22, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1647.

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

MLA Handbook (7th Edition):

Cook, Matthew Alan, 1975-. “A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners.” 2010. Web. 22 Aug 2019.

Vancouver:

Cook, Matthew Alan 1. A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1647.

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

Council of Science Editors:

Cook, Matthew Alan 1. A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1647

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


Boston College

28. Schall-Leckrone, Laura. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2013, Boston College

 This qualitative research study examined how student teachers and novice history teachers learn to teach adolescent bilingual learners (BLs) from coursework to the classroom. The… (more)

Subjects/Keywords: Bilingual Learners; English Learners; History; Social Studies; Teacher Education; Teacher Preparation

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

APA (6th Edition):

Schall-Leckrone, L. (2013). "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101510

Chicago Manual of Style (16th Edition):

Schall-Leckrone, Laura. “"From Coursework to Classroom: " Learning to Teach History to Bilingual Students.” 2013. Doctoral Dissertation, Boston College. Accessed August 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101510.

MLA Handbook (7th Edition):

Schall-Leckrone, Laura. “"From Coursework to Classroom: " Learning to Teach History to Bilingual Students.” 2013. Web. 22 Aug 2019.

Vancouver:

Schall-Leckrone L. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2019 Aug 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101510.

Council of Science Editors:

Schall-Leckrone L. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101510


University of Alberta

29. Nation, Judy H. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.

Degree: PhD, Department of Elementary Education, 2014, University of Alberta

 In Alberta the influx of immigrants and refugee families from many countries has resulted in an increasing number of minority students entering mainstream classrooms. Students… (more)

Subjects/Keywords: pedagogy; English languge learners; mainstream classroom

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

APA (6th Edition):

Nation, J. H. (2014). Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/tq57ns390

Chicago Manual of Style (16th Edition):

Nation, Judy H. “Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.” 2014. Doctoral Dissertation, University of Alberta. Accessed August 22, 2019. https://era.library.ualberta.ca/files/tq57ns390.

MLA Handbook (7th Edition):

Nation, Judy H. “Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.” 2014. Web. 22 Aug 2019.

Vancouver:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Aug 22]. Available from: https://era.library.ualberta.ca/files/tq57ns390.

Council of Science Editors:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/tq57ns390


Texas A&M University

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Thesis, Texas A&M University. Accessed August 22, 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. 22 Aug 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 Aug 22]. 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

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