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You searched for subject:(English learners). Showing records 1 – 30 of 1094 total matches.

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University of Bridgeport

1. Cummings, Casey. A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District .

Degree: 2020, University of Bridgeport

 The need for academic supports for English Learners enrolled in public schools has increased significantly in the last decade. Accountability for success in school expands… (more)

Subjects/Keywords: English learners

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APA (6th Edition):

Cummings, C. (2020). A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382

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):

Cummings, Casey. “A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District .” 2020. Thesis, University of Bridgeport. Accessed January 24, 2021. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382.

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

MLA Handbook (7th Edition):

Cummings, Casey. “A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District .” 2020. Web. 24 Jan 2021.

Vancouver:

Cummings C. A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District . [Internet] [Thesis]. University of Bridgeport; 2020. [cited 2021 Jan 24]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382.

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

Council of Science Editors:

Cummings C. A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District . [Thesis]. University of Bridgeport; 2020. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382

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

2. 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 January 24, 2021. 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. 24 Jan 2021.

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 2021 Jan 24]. 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


Boston College

3. 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 January 24, 2021. 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. 24 Jan 2021.

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 2021 Jan 24]. 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


California State University – Sacramento

4. Ram??rez, Laura. Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers.

Degree: MA, English (Language and Literacy, 2020, California State University – Sacramento

 Spanish was the home language of 37.9 million students in fall of 2016, representing over 76% of all English language learner (ELL) students (NCES, 2019).… (more)

Subjects/Keywords: English language learners

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APA (6th Edition):

Ram??rez, L. (2020). Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216937

Chicago Manual of Style (16th Edition):

Ram??rez, Laura. “Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers.” 2020. Masters Thesis, California State University – Sacramento. Accessed January 24, 2021. http://hdl.handle.net/10211.3/216937.

MLA Handbook (7th Edition):

Ram??rez, Laura. “Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers.” 2020. Web. 24 Jan 2021.

Vancouver:

Ram??rez L. Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.3/216937.

Council of Science Editors:

Ram??rez L. Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216937


University of California – Riverside

5. 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 January 24, 2021. 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. 24 Jan 2021.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2021 Jan 24]. 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


University of Tennessee – Knoxville

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

Degree: 2019, University of Tennessee – Knoxville

 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)

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

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APA (6th 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 (16th Edition):

Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 24, 2021. https://trace.tennessee.edu/utk_graddiss/5588.

MLA Handbook (7th Edition):

Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Web. 24 Jan 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 Jan 24]. 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


University of Edinburgh

7. 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 January 24, 2021. 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. 24 Jan 2021.

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 2021 Jan 24]. 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


University of Houston

8. -4493-9605. Stories of Adult ELLs in a Public Setting.

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

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

Subjects/Keywords: ESL; English language learners

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Doctoral Dissertation, University of Houston. Accessed January 24, 2021. http://hdl.handle.net/10657/1894.

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

MLA Handbook (7th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 24 Jan 2021.

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

Vancouver:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10657/1894.

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

Council of Science Editors:

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

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


University of Florida

9. Lopez, Mark Preston. Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2019, University of Florida

 The increasing diversity in the K-12 student population in the US, particularly the rapid growth in the number of English learners (ELs) in urban and… (more)

Subjects/Keywords: english-learners  – linguistically  – responsive  – teaching

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APA (6th Edition):

Lopez, M. P. (2019). Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0054366

Chicago Manual of Style (16th Edition):

Lopez, Mark Preston. “Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms.” 2019. Doctoral Dissertation, University of Florida. Accessed January 24, 2021. https://ufdc.ufl.edu/UFE0054366.

MLA Handbook (7th Edition):

Lopez, Mark Preston. “Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms.” 2019. Web. 24 Jan 2021.

Vancouver:

Lopez MP. Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms. [Internet] [Doctoral dissertation]. University of Florida; 2019. [cited 2021 Jan 24]. Available from: https://ufdc.ufl.edu/UFE0054366.

Council of Science Editors:

Lopez MP. Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms. [Doctoral Dissertation]. University of Florida; 2019. Available from: https://ufdc.ufl.edu/UFE0054366


University of Southern California

10. 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/4234

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 January 24, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234.

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. 24 Jan 2021.

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 2021 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234.

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/4234


University of Southern California

11. 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 (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/2375

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 January 24, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375.

MLA Handbook (7th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Web. 24 Jan 2021.

Vancouver:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2021 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375.

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/2375

12. 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 January 24, 2021. 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. 24 Jan 2021.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2021 Jan 24]. 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

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 January 24, 2021. 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. 24 Jan 2021.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 24]. 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


University of Georgia

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

Degree: 2014, 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; Reading; Headsprout

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APA (6th Edition):

Morena, L. (2014). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27240

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):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2014. Thesis, University of Georgia. Accessed January 24, 2021. http://hdl.handle.net/10724/27240.

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

MLA Handbook (7th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2014. Web. 24 Jan 2021.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10724/27240.

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

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27240

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

15. Leier-Murphy, Abbey G. Maneuvering Bilingualism: Long-Term English Learners.

Degree: MA, English, 2020, St. Cloud State University

  Long-term English learners (LTELs) are typically described as English learners (ELs) whom have been in a limited English learning program for five or more… (more)

Subjects/Keywords: English learners; second language acquisition; bilingualism; long-term English learners

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APA (6th Edition):

Leier-Murphy, A. G. (2020). Maneuvering Bilingualism: Long-Term English Learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/28

Chicago Manual of Style (16th Edition):

Leier-Murphy, Abbey G. “Maneuvering Bilingualism: Long-Term English Learners.” 2020. Masters Thesis, St. Cloud State University. Accessed January 24, 2021. https://repository.stcloudstate.edu/tesl_etds/28.

MLA Handbook (7th Edition):

Leier-Murphy, Abbey G. “Maneuvering Bilingualism: Long-Term English Learners.” 2020. Web. 24 Jan 2021.

Vancouver:

Leier-Murphy AG. Maneuvering Bilingualism: Long-Term English Learners. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Jan 24]. Available from: https://repository.stcloudstate.edu/tesl_etds/28.

Council of Science Editors:

Leier-Murphy AG. Maneuvering Bilingualism: Long-Term English Learners. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/tesl_etds/28

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

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 January 24, 2021. 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. 24 Jan 2021.

Vancouver:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2021 Jan 24]. 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

17. 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 January 24, 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 (7th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Web. 24 Jan 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 Jan 24]. 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

18. 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 January 24, 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 (7th Edition):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Web. 24 Jan 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 Jan 24]. 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


University of Southern California

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

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 January 24, 2021. 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. 24 Jan 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 Jan 24]. 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


Boston College

20. 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 January 24, 2021. 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. 24 Jan 2021.

Vancouver:

Schall-Leckrone L. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2021 Jan 24]. 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

21. 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 January 24, 2021. 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. 24 Jan 2021.

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 2021 Jan 24]. Available from: http://hdl.handle.net/10211.8/155.

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

Council of Science Editors:

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

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


University of California – Riverside

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

Degree: Education, 2015, University of California – Riverside

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Thesis, University of California – Riverside. Accessed January 24, 2021. http://www.escholarship.org/uc/item/64t8r4sp.

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

MLA Handbook (7th Edition):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Web. 24 Jan 2021.

Vancouver:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2021 Jan 24]. Available from: http://www.escholarship.org/uc/item/64t8r4sp.

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

Council of Science Editors:

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

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

23. Worwa, Whitney. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.

Degree: MA, English, 2019, St. Cloud State University

  Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of… (more)

Subjects/Keywords: English learners; listening comprehension; vocabulary; young

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APA (6th Edition):

Worwa, W. (2019). How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/7

Chicago Manual of Style (16th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Masters Thesis, St. Cloud State University. Accessed January 24, 2021. https://repository.stcloudstate.edu/tesl_etds/7.

MLA Handbook (7th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Web. 24 Jan 2021.

Vancouver:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 24]. Available from: https://repository.stcloudstate.edu/tesl_etds/7.

Council of Science Editors:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/7

24. Rausch, Pamela. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.

Degree: MA, English, 2015, St. Cloud State University

  As educators and researchers pursue greater understanding of the best strategies for teaching English learners, the two productive language domains—speaking and writing—have traditionally been… (more)

Subjects/Keywords: English Learners; L2 Speaking; L2 Writing; ESL

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APA (6th Edition):

Rausch, P. (2015). The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/34

Chicago Manual of Style (16th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Masters Thesis, St. Cloud State University. Accessed January 24, 2021. https://repository.stcloudstate.edu/engl_etds/34.

MLA Handbook (7th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Web. 24 Jan 2021.

Vancouver:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Jan 24]. Available from: https://repository.stcloudstate.edu/engl_etds/34.

Council of Science Editors:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/34


University of Alberta

25. 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 (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 January 24, 2021. 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. 24 Jan 2021.

Vancouver:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Jan 24]. 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


University of Illinois – Urbana-Champaign

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

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

 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)

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

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APA (6th 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 (16th Edition):

Timmer, Jennifer Dee. “Equity in education: Assessing policy efforts in us schools.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 24, 2021. http://hdl.handle.net/2142/101319.

MLA Handbook (7th Edition):

Timmer, Jennifer Dee. “Equity in education: Assessing policy efforts in us schools.” 2018. Web. 24 Jan 2021.

Vancouver:

Timmer JD. Equity in education: Assessing policy efforts in us schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Jan 24]. 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


Anna University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Thesis, Anna University. Accessed January 24, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/11108.

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

MLA Handbook (7th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Web. 24 Jan 2021.

Vancouver:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Internet] [Thesis]. Anna University; 2013. [cited 2021 Jan 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108.

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

Council of Science Editors:

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

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

28. Yuvaraj A. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.

Degree: Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study, 2015, Anna University

The main objectives of the present study were to investigate the newlineappropriateness of the introduction of English to young learners in staterun newlineschools in Tamil… (more)

Subjects/Keywords: science and humanities; Teaching english; young learners

Page 1

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APA (6th Edition):

A, Y. (2015). Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/33582

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):

A, Yuvaraj. “Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.” 2015. Thesis, Anna University. Accessed January 24, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/33582.

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

MLA Handbook (7th Edition):

A, Yuvaraj. “Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.” 2015. Web. 24 Jan 2021.

Vancouver:

A Y. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. [Internet] [Thesis]. Anna University; 2015. [cited 2021 Jan 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33582.

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

Council of Science Editors:

A Y. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. [Thesis]. Anna University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33582

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


Texas A&M University

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

Degree: PhD, Educational Psychology, 2017, Texas A&M University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 24, 2021. http://hdl.handle.net/1969.1/161567.

MLA Handbook (7th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 24 Jan 2021.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1969.1/161567.

Council of Science Editors:

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


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: EdD, Educational Administration, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157831

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. Doctoral Dissertation, Texas A&M University. Accessed January 24, 2021. http://hdl.handle.net/1969.1/157831.

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. 24 Jan 2021.

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] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1969.1/157831.

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. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157831

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