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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
URL: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382
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
URL: https://digitalcommons.lmu.edu/etd/471
Subjects/Keywords: English Learners; Long Term English Learners; Education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://dlib.bc.edu/islandora/object/bc-ir:104085
Subjects/Keywords: English language learners
Record Details
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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
URL: http://hdl.handle.net/10211.3/216937
Subjects/Keywords: English language learners
Record Details
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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
URL: http://www.escholarship.org/uc/item/1vd9p1v6
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
URL: https://trace.tennessee.edu/utk_graddiss/5588
Subjects/Keywords: English learners; English language learners; critical consciousness; critical pedagogy; middle school; refugee; adolescent English learners
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://hdl.handle.net/1842/8481
Subjects/Keywords: Kurdish EFL learners; English monophthongs
Record Details
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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
URL: http://hdl.handle.net/10657/1894
Subjects/Keywords: ESL; English language learners
Record Details
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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
URL: https://ufdc.ufl.edu/UFE0054366
Subjects/Keywords: english-learners – linguistically – responsive – teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234
Subjects/Keywords: English learners
Record Details
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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
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375
Subjects/Keywords: English learners
Record Details
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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/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
URL: http://hdl.handle.net/10211.3/138836
Subjects/Keywords: Literacy; English Language Learners; Reading
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://hdl.handle.net/10211.8/390
Subjects/Keywords: English Learners; Teacher Perceptions; ELs
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://hdl.handle.net/10724/27240
Subjects/Keywords: English Language Learners; Reading; Headsprout
Record Details
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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
URL: https://repository.stcloudstate.edu/tesl_etds/28
Subjects/Keywords: English learners; second language acquisition; bilingualism; long-term English learners
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://hdl.handle.net/10211.3/123930
Subjects/Keywords: Education; Long term English learners; English language learners
Record Details
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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 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
URL: http://hdl.handle.net/10211.3/138860
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
URL: http://hdl.handle.net/10211.8/486
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
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60
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
Record Details
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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 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
URL: http://dlib.bc.edu/islandora/object/bc-ir:101510
Subjects/Keywords: Bilingual Learners; English Learners; History; Social Studies; Teacher Education; Teacher Preparation
Record Details
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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
URL: http://hdl.handle.net/10211.8/155
Subjects/Keywords: inferential comprehension; English language learners; second language learners
Record Details
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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
URL: http://www.escholarship.org/uc/item/64t8r4sp
Subjects/Keywords: Educational psychology; English language learners; Working memory
Record Details
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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
URL: https://repository.stcloudstate.edu/tesl_etds/7
Subjects/Keywords: English learners; listening comprehension; vocabulary; young
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: https://repository.stcloudstate.edu/engl_etds/34
Subjects/Keywords: English Learners; L2 Speaking; L2 Writing; ESL
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: https://era.library.ualberta.ca/files/tq57ns390
Subjects/Keywords: pedagogy; English languge learners; mainstream classroom
Record Details
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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 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
URL: http://hdl.handle.net/2142/101319
Subjects/Keywords: Education; equity; English Learners; School Lunch
Record Details
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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
URL: http://shodhganga.inflibnet.ac.in/handle/10603/11108
Subjects/Keywords: Writing skills; India; Chennai; English Language Learners
Record Details
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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
URL: http://shodhganga.inflibnet.ac.in/handle/10603/33582
Subjects/Keywords: science and humanities; Teaching english; young learners
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: http://hdl.handle.net/1969.1/161567
Subjects/Keywords: ELL newcomers; bilingual education; English language learners
Record Details
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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
URL: http://hdl.handle.net/1969.1/157831
Subjects/Keywords: transition; sense of belonging; English Language Learners
Record Details
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APA (6th Edition):
Rodriguez, R. I. (2016). A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. (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