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You searched for subject:(Interaction in the language classroom). Showing records 1 – 30 of 180663 total matches.

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Utah State University

1. Talbot, JenneLyn. An Investigation of the Interaction of Beliefs and Behaviors in the Classroom.

Degree: PhD, School of Teacher Education and Leadership, 2014, Utah State University

  This project emerged from previous research on beliefs, influences on behaviors, and beliefs interaction with reform. Previous research stated connections existed between teacher beliefs… (more)

Subjects/Keywords: An Investigation; Interaction of Beliefs; Behaviors in the Classroom; Education

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APA (6th Edition):

Talbot, J. (2014). An Investigation of the Interaction of Beliefs and Behaviors in the Classroom. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4017

Chicago Manual of Style (16th Edition):

Talbot, JenneLyn. “An Investigation of the Interaction of Beliefs and Behaviors in the Classroom.” 2014. Doctoral Dissertation, Utah State University. Accessed August 25, 2019. https://digitalcommons.usu.edu/etd/4017.

MLA Handbook (7th Edition):

Talbot, JenneLyn. “An Investigation of the Interaction of Beliefs and Behaviors in the Classroom.” 2014. Web. 25 Aug 2019.

Vancouver:

Talbot J. An Investigation of the Interaction of Beliefs and Behaviors in the Classroom. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2019 Aug 25]. Available from: https://digitalcommons.usu.edu/etd/4017.

Council of Science Editors:

Talbot J. An Investigation of the Interaction of Beliefs and Behaviors in the Classroom. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/4017

2. Kang, Shin Tae. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.

Degree: Docteur es, Sciences du langage, 2016, Lyon

La langue est sans aucun doute le reflet d’une culture et en cela elle permet à deux peuples non seulement de communiquer mais aussi de… (more)

Subjects/Keywords: Distance linguistique; Interlangue; Interaction en classe de langue; FLE en Corée; Non verbal; Apprenant coréen; Enseignant français; Interférence linguistique; Interculturel; Comportement culturel d’apprentissage; Linguistic distance; Interlanguage; Interaction in the language classroom; FLE in Korea; Nonverbal; Korean learner; French teacher; Linguistic interference; Intercultural; Cultural learning behaviour; 448

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APA (6th Edition):

Kang, S. T. (2016). Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. (Doctoral Dissertation). Lyon. Retrieved from http://www.theses.fr/2016LYSE2158

Chicago Manual of Style (16th Edition):

Kang, Shin Tae. “Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.” 2016. Doctoral Dissertation, Lyon. Accessed August 25, 2019. http://www.theses.fr/2016LYSE2158.

MLA Handbook (7th Edition):

Kang, Shin Tae. “Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.” 2016. Web. 25 Aug 2019.

Vancouver:

Kang ST. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. [Internet] [Doctoral dissertation]. Lyon; 2016. [cited 2019 Aug 25]. Available from: http://www.theses.fr/2016LYSE2158.

Council of Science Editors:

Kang ST. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. [Doctoral Dissertation]. Lyon; 2016. Available from: http://www.theses.fr/2016LYSE2158


University of Manitoba

3. Rogers, Melissa Donn. An examination of the themes of care, emotional intelligence, and the presence of a dog in a classroom.

Degree: Curriculum, Teaching and Learning, 2014, University of Manitoba

 For some of the children in our classrooms today, having a connection to someone or something can be the key to improving their overall well-being,… (more)

Subjects/Keywords: dogs in the classroom; empathy; care in the classroom; self esteem; animals in the classroom

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APA (6th Edition):

Rogers, M. D. (2014). An examination of the themes of care, emotional intelligence, and the presence of a dog in a classroom. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23246

Chicago Manual of Style (16th Edition):

Rogers, Melissa Donn. “An examination of the themes of care, emotional intelligence, and the presence of a dog in a classroom.” 2014. Masters Thesis, University of Manitoba. Accessed August 25, 2019. http://hdl.handle.net/1993/23246.

MLA Handbook (7th Edition):

Rogers, Melissa Donn. “An examination of the themes of care, emotional intelligence, and the presence of a dog in a classroom.” 2014. Web. 25 Aug 2019.

Vancouver:

Rogers MD. An examination of the themes of care, emotional intelligence, and the presence of a dog in a classroom. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1993/23246.

Council of Science Editors:

Rogers MD. An examination of the themes of care, emotional intelligence, and the presence of a dog in a classroom. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23246


California State University – Sacramento

4. Lindstrom, Lorna Jane. Let's learn in a moving way.

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

 The purpose of this Culminating Experience Project was to incorporate the use of movement-based activities into the standards based classroom. Real education can???t be ???given???… (more)

Subjects/Keywords: Movement in the classroom

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APA (6th Edition):

Lindstrom, L. J. (2010). Let's learn in a moving way. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/557

Chicago Manual of Style (16th Edition):

Lindstrom, Lorna Jane. “Let's learn in a moving way.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 25, 2019. http://hdl.handle.net/10211.9/557.

MLA Handbook (7th Edition):

Lindstrom, Lorna Jane. “Let's learn in a moving way.” 2010. Web. 25 Aug 2019.

Vancouver:

Lindstrom LJ. Let's learn in a moving way. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10211.9/557.

Council of Science Editors:

Lindstrom LJ. Let's learn in a moving way. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/557


California State Polytechnic University – Pomona

5. Ortiz, Belinda L. The Effects of Student Response Systems on Student Achievement and Engagement.

Degree: MS, Mathematics, 2014, California State Polytechnic University – Pomona

 The effects of the use of technology in the classroom have been debated amongst both researchers and educators. Is there a way to use technology… (more)

Subjects/Keywords: technology in the classroom

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APA (6th Edition):

Ortiz, B. L. (2014). The Effects of Student Response Systems on Student Achievement and Engagement. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/123913

Chicago Manual of Style (16th Edition):

Ortiz, Belinda L. “The Effects of Student Response Systems on Student Achievement and Engagement.” 2014. Masters Thesis, California State Polytechnic University – Pomona. Accessed August 25, 2019. http://hdl.handle.net/10211.3/123913.

MLA Handbook (7th Edition):

Ortiz, Belinda L. “The Effects of Student Response Systems on Student Achievement and Engagement.” 2014. Web. 25 Aug 2019.

Vancouver:

Ortiz BL. The Effects of Student Response Systems on Student Achievement and Engagement. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10211.3/123913.

Council of Science Editors:

Ortiz BL. The Effects of Student Response Systems on Student Achievement and Engagement. [Masters Thesis]. California State Polytechnic University – Pomona; 2014. Available from: http://hdl.handle.net/10211.3/123913


UCLA

6. Amador, Laura L. Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher.

Degree: Applied Linguistics, 2014, UCLA

 This dissertation develops an empirical basis for the notion that entry points to cognition in adult second language (L2) learning are organized by emotional displays… (more)

Subjects/Keywords: Sociolinguistics; Pedagogy; Foreign language instruction; Classroom Research; Cognition; Emotion; Second Language Acquisition; Social Interaction in Learning; Sociocultural learning

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

APA (6th Edition):

Amador, L. L. (2014). Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5pp6b4sr

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):

Amador, Laura L. “Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher.” 2014. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/5pp6b4sr.

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

MLA Handbook (7th Edition):

Amador, Laura L. “Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher.” 2014. Web. 25 Aug 2019.

Vancouver:

Amador LL. Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/5pp6b4sr.

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

Council of Science Editors:

Amador LL. Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/5pp6b4sr

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

7. Stonehocker, Benjamin J. Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom.

Degree: MA, English, 2017, St. Cloud State University

  Abstract The goal of this study was to ascertain graduate students’ perceptions of technology use in language learning classroom. More specifically it sought to… (more)

Subjects/Keywords: CALL; CAI; Teacher Perceptions; Technology; Computer Assisted Language Learning; Technology use in the classroom

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APA (6th Edition):

Stonehocker, B. J. (2017). Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/101

Chicago Manual of Style (16th Edition):

Stonehocker, Benjamin J. “Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom.” 2017. Masters Thesis, St. Cloud State University. Accessed August 25, 2019. https://repository.stcloudstate.edu/engl_etds/101.

MLA Handbook (7th Edition):

Stonehocker, Benjamin J. “Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom.” 2017. Web. 25 Aug 2019.

Vancouver:

Stonehocker BJ. Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Aug 25]. Available from: https://repository.stcloudstate.edu/engl_etds/101.

Council of Science Editors:

Stonehocker BJ. Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/101


University of Technology, Sydney

8. Aulia, Muhammad. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.

Degree: 2016, University of Technology, Sydney

 This research critically analyses English Language lecturers’ classroom interaction practices at Syiah Kuala University in Aceh, Indonesia. Communication breakdowns and unanticipated language difficulty in the… (more)

Subjects/Keywords: Syiah Kuala University (Aceh, Indonesia); English Language lecturers’ classroom.; Interaction practices .; Communication strategies (CSs); Communication breakdowns.; In-depth analysis.; Instructional practice.

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APA (6th Edition):

Aulia, M. (2016). English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/90048

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):

Aulia, Muhammad. “English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.” 2016. Thesis, University of Technology, Sydney. Accessed August 25, 2019. http://hdl.handle.net/10453/90048.

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

MLA Handbook (7th Edition):

Aulia, Muhammad. “English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.” 2016. Web. 25 Aug 2019.

Vancouver:

Aulia M. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. [Internet] [Thesis]. University of Technology, Sydney; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10453/90048.

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

Council of Science Editors:

Aulia M. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. [Thesis]. University of Technology, Sydney; 2016. Available from: http://hdl.handle.net/10453/90048

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


University of Arizona

9. ARMSTRONG, MAVIE ELIZABETH. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.

Degree: 1982, University of Arizona

 Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage… (more)

Subjects/Keywords: Language arts (Primary); Interaction analysis in education.; Classroom environment.

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APA (6th Edition):

ARMSTRONG, M. E. (1982). A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184303

Chicago Manual of Style (16th Edition):

ARMSTRONG, MAVIE ELIZABETH. “A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. ” 1982. Doctoral Dissertation, University of Arizona. Accessed August 25, 2019. http://hdl.handle.net/10150/184303.

MLA Handbook (7th Edition):

ARMSTRONG, MAVIE ELIZABETH. “A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. ” 1982. Web. 25 Aug 2019.

Vancouver:

ARMSTRONG ME. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. [Internet] [Doctoral dissertation]. University of Arizona; 1982. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10150/184303.

Council of Science Editors:

ARMSTRONG ME. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. [Doctoral Dissertation]. University of Arizona; 1982. Available from: http://hdl.handle.net/10150/184303


SUNY College at Brockport

10. Waite, Stacy. Embracing Audiobooks as an Effective Educational Tool.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  The advancement of technology is changing the field of education and expanding the methods of delivering information. Smartboards, computers, and tablets are just a… (more)

Subjects/Keywords: The benefits of audiobooks; improving fluency; digital literacy; audiobooks in the classroom; Education; Educational Methods; Language and Literacy Education

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APA (6th Edition):

Waite, S. (2018). Embracing Audiobooks as an Effective Educational Tool. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1218

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):

Waite, Stacy. “Embracing Audiobooks as an Effective Educational Tool.” 2018. Thesis, SUNY College at Brockport. Accessed August 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/1218.

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

MLA Handbook (7th Edition):

Waite, Stacy. “Embracing Audiobooks as an Effective Educational Tool.” 2018. Web. 25 Aug 2019.

Vancouver:

Waite S. Embracing Audiobooks as an Effective Educational Tool. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Aug 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1218.

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

Council of Science Editors:

Waite S. Embracing Audiobooks as an Effective Educational Tool. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1218

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


Universidade do Rio Grande do Norte

11. Santos, Francisco José Costa dos. Procedimentos de abertura e fechamento de tópicos na interação em sala de aula .

Degree: 2014, Universidade do Rio Grande do Norte

 This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its… (more)

Subjects/Keywords: Interação em sala de aula. Tópico discursivo. Abertura e fechamento tópico; Interaction in the classroom. Discourse topic. Opening and closing topic

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APA (6th Edition):

Santos, F. J. C. d. (2014). Procedimentos de abertura e fechamento de tópicos na interação em sala de aula . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16322

Chicago Manual of Style (16th Edition):

Santos, Francisco José Costa dos. “Procedimentos de abertura e fechamento de tópicos na interação em sala de aula .” 2014. Masters Thesis, Universidade do Rio Grande do Norte. Accessed August 25, 2019. http://repositorio.ufrn.br/handle/123456789/16322.

MLA Handbook (7th Edition):

Santos, Francisco José Costa dos. “Procedimentos de abertura e fechamento de tópicos na interação em sala de aula .” 2014. Web. 25 Aug 2019.

Vancouver:

Santos FJCd. Procedimentos de abertura e fechamento de tópicos na interação em sala de aula . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2014. [cited 2019 Aug 25]. Available from: http://repositorio.ufrn.br/handle/123456789/16322.

Council of Science Editors:

Santos FJCd. Procedimentos de abertura e fechamento de tópicos na interação em sala de aula . [Masters Thesis]. Universidade do Rio Grande do Norte; 2014. Available from: http://repositorio.ufrn.br/handle/123456789/16322


Universidade do Rio Grande do Norte

12. Santos, Francisco José Costa dos. Procedimentos de abertura e fechamento de tópicos na interação em sala de aula .

Degree: 2014, Universidade do Rio Grande do Norte

 This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its… (more)

Subjects/Keywords: Interação em sala de aula. Tópico discursivo. Abertura e fechamento tópico; Interaction in the classroom. Discourse topic. Opening and closing topic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santos, F. J. C. d. (2014). Procedimentos de abertura e fechamento de tópicos na interação em sala de aula . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16322

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):

Santos, Francisco José Costa dos. “Procedimentos de abertura e fechamento de tópicos na interação em sala de aula .” 2014. Thesis, Universidade do Rio Grande do Norte. Accessed August 25, 2019. http://repositorio.ufrn.br/handle/123456789/16322.

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

MLA Handbook (7th Edition):

Santos, Francisco José Costa dos. “Procedimentos de abertura e fechamento de tópicos na interação em sala de aula .” 2014. Web. 25 Aug 2019.

Vancouver:

Santos FJCd. Procedimentos de abertura e fechamento de tópicos na interação em sala de aula . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2014. [cited 2019 Aug 25]. Available from: http://repositorio.ufrn.br/handle/123456789/16322.

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

Council of Science Editors:

Santos FJCd. Procedimentos de abertura e fechamento de tópicos na interação em sala de aula . [Thesis]. Universidade do Rio Grande do Norte; 2014. Available from: http://repositorio.ufrn.br/handle/123456789/16322

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


UCLA

13. Walls, Laura. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.

Degree: Applied Linguistics, 2013, UCLA

 This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically,… (more)

Subjects/Keywords: Linguistics; Foreign language instruction; Language; classroom interaction; collaborative writing; heritage language

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APA (6th Edition):

Walls, L. (2013). Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1jh3s74t

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):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/1jh3s74t.

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

MLA Handbook (7th Edition):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Web. 25 Aug 2019.

Vancouver:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/1jh3s74t.

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

Council of Science Editors:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1jh3s74t

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

14. Fulmer, Allison. Poetry Attitude Survey for Fourth and Fifth Graders .

Degree: 2012, California State University – San Marcos

 Poetry has been used in classrooms for many years as a teaching tool. However, teachers do not have a clear guideline for choosing poetry to… (more)

Subjects/Keywords: Education; Poetry in the classroom; Gender preference

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APA (6th Edition):

Fulmer, A. (2012). Poetry Attitude Survey for Fourth and Fifth Graders . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/228

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):

Fulmer, Allison. “Poetry Attitude Survey for Fourth and Fifth Graders .” 2012. Thesis, California State University – San Marcos. Accessed August 25, 2019. http://hdl.handle.net/10211.8/228.

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

MLA Handbook (7th Edition):

Fulmer, Allison. “Poetry Attitude Survey for Fourth and Fifth Graders .” 2012. Web. 25 Aug 2019.

Vancouver:

Fulmer A. Poetry Attitude Survey for Fourth and Fifth Graders . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10211.8/228.

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

Council of Science Editors:

Fulmer A. Poetry Attitude Survey for Fourth and Fifth Graders . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/228

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


University of Illinois – Urbana-Champaign

15. Linker, Jenny M. Impact of a physical education teaching methods course on pre-service classroom teachers.

Degree: PhD, 0351, 2012, University of Illinois – Urbana-Champaign

 Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as ???Let's Move in School,??? and it is important to consider their professional… (more)

Subjects/Keywords: physical education; pre-service classroom teachers; movement in the classroom

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

APA (6th Edition):

Linker, J. M. (2012). Impact of a physical education teaching methods course on pre-service classroom teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29508

Chicago Manual of Style (16th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 25, 2019. http://hdl.handle.net/2142/29508.

MLA Handbook (7th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Web. 25 Aug 2019.

Vancouver:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2142/29508.

Council of Science Editors:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29508


Rochester Institute of Technology

16. Turner, Sandra. Classroom habitat: Natural system of movement.

Degree: School of Design (CIAS), 2012, Rochester Institute of Technology

 With all the new technology in today's world, we are hard pressed to find a "sense of wonder and awe" unless it is plugged into… (more)

Subjects/Keywords: Classroom Design; Classroom furniture; Collaborative classrooms; Fidget; Industrial design; Movement in the classroom

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

APA (6th Edition):

Turner, S. (2012). Classroom habitat: Natural system of movement. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/6059

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):

Turner, Sandra. “Classroom habitat: Natural system of movement.” 2012. Thesis, Rochester Institute of Technology. Accessed August 25, 2019. https://scholarworks.rit.edu/theses/6059.

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

MLA Handbook (7th Edition):

Turner, Sandra. “Classroom habitat: Natural system of movement.” 2012. Web. 25 Aug 2019.

Vancouver:

Turner S. Classroom habitat: Natural system of movement. [Internet] [Thesis]. Rochester Institute of Technology; 2012. [cited 2019 Aug 25]. Available from: https://scholarworks.rit.edu/theses/6059.

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

Council of Science Editors:

Turner S. Classroom habitat: Natural system of movement. [Thesis]. Rochester Institute of Technology; 2012. Available from: https://scholarworks.rit.edu/theses/6059

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


Macquarie University

17. Ernist, Signe. French language learning in junior secondary school: student perception, classroom interaction and implications for retention.

Degree: 2017, Macquarie University

Theoretical thesis.

Bibliography: pages 286-305.

1. Introduction  – 2. Literature review  – 3. Methodology  – 4. Results  – 5. Discussion  – 6. Conclusion  – Appendices.… (more)

Subjects/Keywords: Languages, Modern  – Study and teaching  – Australia; French language  – Study and teaching  – Australia; retention in languages; French language teaching and learning; learner perception; fun; classroom interaction; conversation analysis

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APA (6th Edition):

Ernist, S. (2017). French language learning in junior secondary school: student perception, classroom interaction and implications for retention. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1264831

Chicago Manual of Style (16th Edition):

Ernist, Signe. “French language learning in junior secondary school: student perception, classroom interaction and implications for retention.” 2017. Doctoral Dissertation, Macquarie University. Accessed August 25, 2019. http://hdl.handle.net/1959.14/1264831.

MLA Handbook (7th Edition):

Ernist, Signe. “French language learning in junior secondary school: student perception, classroom interaction and implications for retention.” 2017. Web. 25 Aug 2019.

Vancouver:

Ernist S. French language learning in junior secondary school: student perception, classroom interaction and implications for retention. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1959.14/1264831.

Council of Science Editors:

Ernist S. French language learning in junior secondary school: student perception, classroom interaction and implications for retention. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1264831

18. Silva, Wellington Barbosa. Interação e mediação : um binômio nas práticas de leitura em sala de aula.

Degree: 2007, Universidade Federal de Alagoas

During these last decades, Portuguese language teaching has been the center of the discussion on the necessity of school education improvement in our country. In… (more)

Subjects/Keywords: Leitura na escola; Interação em sala de aula; Mediação do professor; Reading skills in elementary school; Interaction in the classroom; Teacher s mediation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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APA (6th Edition):

Silva, W. B. (2007). Interação e mediação : um binômio nas práticas de leitura em sala de aula. (Masters Thesis). Universidade Federal de Alagoas. Retrieved from http://www.repositorio.ufal.br/handle/riufal/305

Chicago Manual of Style (16th Edition):

Silva, Wellington Barbosa. “Interação e mediação : um binômio nas práticas de leitura em sala de aula.” 2007. Masters Thesis, Universidade Federal de Alagoas. Accessed August 25, 2019. http://www.repositorio.ufal.br/handle/riufal/305.

MLA Handbook (7th Edition):

Silva, Wellington Barbosa. “Interação e mediação : um binômio nas práticas de leitura em sala de aula.” 2007. Web. 25 Aug 2019.

Vancouver:

Silva WB. Interação e mediação : um binômio nas práticas de leitura em sala de aula. [Internet] [Masters thesis]. Universidade Federal de Alagoas; 2007. [cited 2019 Aug 25]. Available from: http://www.repositorio.ufal.br/handle/riufal/305.

Council of Science Editors:

Silva WB. Interação e mediação : um binômio nas práticas de leitura em sala de aula. [Masters Thesis]. Universidade Federal de Alagoas; 2007. Available from: http://www.repositorio.ufal.br/handle/riufal/305


University of Texas – Austin

19. -4438-570X. Corrective feedback and learner uptake in Spanish heritage and second language learner interaction.

Degree: Spanish and Portuguese, 2018, University of Texas – Austin

 The corrective feedback of teachers has been investigated extensively (e.g.,Chaudron, 1977; Lyster & Ranta, 1997; Panova & Lyster, 2000; Lyster & Mori, 2006). However, only… (more)

Subjects/Keywords: Corrective feedback; Learner uptake; Language-in-interaction; L2-L2 interaction; L2-HL interaction; Noticing the gap; Interactional competence; Relational work; Learning through interaction

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APA (6th Edition):

-4438-570X. (2018). Corrective feedback and learner uptake in Spanish heritage and second language learner interaction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68904

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

Chicago Manual of Style (16th Edition):

-4438-570X. “Corrective feedback and learner uptake in Spanish heritage and second language learner interaction.” 2018. Thesis, University of Texas – Austin. Accessed August 25, 2019. http://hdl.handle.net/2152/68904.

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

MLA Handbook (7th Edition):

-4438-570X. “Corrective feedback and learner uptake in Spanish heritage and second language learner interaction.” 2018. Web. 25 Aug 2019.

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

Vancouver:

-4438-570X. Corrective feedback and learner uptake in Spanish heritage and second language learner interaction. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2152/68904.

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

Council of Science Editors:

-4438-570X. Corrective feedback and learner uptake in Spanish heritage and second language learner interaction. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68904

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


The Ohio State University

20. Habbal, Manal S. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 AbstractGrowing interest in Arabic language learning due to the sociopolitical climate in the United States has led to an increase in the number of Arabic… (more)

Subjects/Keywords: Education; Arabic HLLs foreign language classroom interaction perspectives education

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

APA (6th Edition):

Habbal, M. S. (2017). Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091

Chicago Manual of Style (16th Edition):

Habbal, Manal S. “Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).” 2017. Doctoral Dissertation, The Ohio State University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

MLA Handbook (7th Edition):

Habbal, Manal S. “Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).” 2017. Web. 25 Aug 2019.

Vancouver:

Habbal MS. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

Council of Science Editors:

Habbal MS. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091

21. Hepple, Erika. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.

Degree: 2010, Griffith University

 This study investigates the development of teacher identity in a transnational context through an analysis of the voices of sixteen preservice teachers from Hong Kong… (more)

Subjects/Keywords: dialogic reflections; classroom interaction; transnational context; language; English; discursive practices; intercultural

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APA (6th Edition):

Hepple, E. (2010). Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. (Thesis). Griffith University. Retrieved from http://eprints.qut.edu.au/58853/

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):

Hepple, Erika. “Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.” 2010. Thesis, Griffith University. Accessed August 25, 2019. http://eprints.qut.edu.au/58853/.

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

MLA Handbook (7th Edition):

Hepple, Erika. “Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.” 2010. Web. 25 Aug 2019.

Vancouver:

Hepple E. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. [Internet] [Thesis]. Griffith University; 2010. [cited 2019 Aug 25]. Available from: http://eprints.qut.edu.au/58853/.

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

Council of Science Editors:

Hepple E. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. [Thesis]. Griffith University; 2010. Available from: http://eprints.qut.edu.au/58853/

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


Vanderbilt University

22. Mock, Jin-Sil. Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School.

Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University

 Despite the strong evidence supporting discussion in the classroom, observational studies show that discussion is not a regular part of classroom instruction. This paper examined… (more)

Subjects/Keywords: academic language; academic discussion; vocabulary; discussion quality; classroom interaction

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APA (6th Edition):

Mock, J. (2018). Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;

Chicago Manual of Style (16th Edition):

Mock, Jin-Sil. “Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed August 25, 2019. http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;.

MLA Handbook (7th Edition):

Mock, Jin-Sil. “Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School.” 2018. Web. 25 Aug 2019.

Vancouver:

Mock J. Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Aug 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;.

Council of Science Editors:

Mock J. Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;


University of Alberta

23. Kang, Jooyeon. Teaching and Learning Culture in Korea's English as a Foreign Language Classroom.

Degree: PhD, Department of Secondary Education, 2012, University of Alberta

 This dissertation presents an investigation of the place of ‘culture’ in teaching and learning English as a Foreign Language (EFL) in Korea. Emerging from the… (more)

Subjects/Keywords: second/foreign language teaching; culture in language classroom

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APA (6th Edition):

Kang, J. (2012). Teaching and Learning Culture in Korea's English as a Foreign Language Classroom. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/xk81jk53c

Chicago Manual of Style (16th Edition):

Kang, Jooyeon. “Teaching and Learning Culture in Korea's English as a Foreign Language Classroom.” 2012. Doctoral Dissertation, University of Alberta. Accessed August 25, 2019. https://era.library.ualberta.ca/files/xk81jk53c.

MLA Handbook (7th Edition):

Kang, Jooyeon. “Teaching and Learning Culture in Korea's English as a Foreign Language Classroom.” 2012. Web. 25 Aug 2019.

Vancouver:

Kang J. Teaching and Learning Culture in Korea's English as a Foreign Language Classroom. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2019 Aug 25]. Available from: https://era.library.ualberta.ca/files/xk81jk53c.

Council of Science Editors:

Kang J. Teaching and Learning Culture in Korea's English as a Foreign Language Classroom. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/xk81jk53c


Ohio University

24. Debeljak, Anne F. Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum.

Degree: MA, Art Education (Fine Arts), 2009, Ohio University

 This thesis illustrates the significance and purpose of bringing the social issue of stereotypes into a seventh grade art classroom. The research was conducted usingqualitative… (more)

Subjects/Keywords: Art Education; Confronting stereotypes; social issues in the classroom; controversial issues in the classroom; teaching tolerance; social issues in art curriculum

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

APA (6th Edition):

Debeljak, A. F. (2009). Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1244121211

Chicago Manual of Style (16th Edition):

Debeljak, Anne F. “Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum.” 2009. Masters Thesis, Ohio University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1244121211.

MLA Handbook (7th Edition):

Debeljak, Anne F. “Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum.” 2009. Web. 25 Aug 2019.

Vancouver:

Debeljak AF. Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum. [Internet] [Masters thesis]. Ohio University; 2009. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1244121211.

Council of Science Editors:

Debeljak AF. Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum. [Masters Thesis]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1244121211


Nelson Mandela Metropolitan University

25. Rensburg, Cheryl Dawn. A self-reflection of my interactions, communication and relationship structures in the classroom.

Degree: MEd, Faculty of Education, 2011, Nelson Mandela Metropolitan University

 Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and… (more)

Subjects/Keywords: Interaction analysis in education; Teacher-student relationships; Classroom environment

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APA (6th Edition):

Rensburg, C. D. (2011). A self-reflection of my interactions, communication and relationship structures in the classroom. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1012587

Chicago Manual of Style (16th Edition):

Rensburg, Cheryl Dawn. “A self-reflection of my interactions, communication and relationship structures in the classroom.” 2011. Masters Thesis, Nelson Mandela Metropolitan University. Accessed August 25, 2019. http://hdl.handle.net/10948/d1012587.

MLA Handbook (7th Edition):

Rensburg, Cheryl Dawn. “A self-reflection of my interactions, communication and relationship structures in the classroom.” 2011. Web. 25 Aug 2019.

Vancouver:

Rensburg CD. A self-reflection of my interactions, communication and relationship structures in the classroom. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10948/d1012587.

Council of Science Editors:

Rensburg CD. A self-reflection of my interactions, communication and relationship structures in the classroom. [Masters Thesis]. Nelson Mandela Metropolitan University; 2011. Available from: http://hdl.handle.net/10948/d1012587


University of Exeter

26. Alzahrani, Khalid. Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia.

Degree: PhD, 2016, University of Exeter

 This study aimed to explore teachers’ and students’ perceptions of metacognition in relation to mathematics teaching and learning in secondary schools in Saudi Arabia. This… (more)

Subjects/Keywords: 510.71; Metacognition in the mathematics classroom in Saudi Arabia

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

APA (6th Edition):

Alzahrani, K. (2016). Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24654

Chicago Manual of Style (16th Edition):

Alzahrani, Khalid. “Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia.” 2016. Doctoral Dissertation, University of Exeter. Accessed August 25, 2019. http://hdl.handle.net/10871/24654.

MLA Handbook (7th Edition):

Alzahrani, Khalid. “Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia.” 2016. Web. 25 Aug 2019.

Vancouver:

Alzahrani K. Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10871/24654.

Council of Science Editors:

Alzahrani K. Metacognition in the mathematics classroom : an exploration of the perceptions of teachers and students in secondary schools in Saudi Arabia. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24654


Florida Atlantic University

27. Stephens, Eudora A. Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.

Degree: PhD, 2012, Florida Atlantic University

Summary: The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective… (more)

Subjects/Keywords: Classroom environment; Effective teaching; Communication in education; Teacher-student relationships; Interaction analysis in education; Social interaction in children

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

APA (6th Edition):

Stephens, E. A. (2012). Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3359155

Chicago Manual of Style (16th Edition):

Stephens, Eudora A. “Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed August 25, 2019. http://purl.flvc.org/FAU/3359155.

MLA Handbook (7th Edition):

Stephens, Eudora A. “Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.” 2012. Web. 25 Aug 2019.

Vancouver:

Stephens EA. Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2019 Aug 25]. Available from: http://purl.flvc.org/FAU/3359155.

Council of Science Editors:

Stephens EA. Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3359155

28. Glashoff, Birgit. Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht : Eine Literaturstudie.

Degree: German, 2016, Dalarna University

  With regards to the teaching of German in Sweden this literature study looks into the Swedish curriculum and the CEFR (Common European Framework of… (more)

Subjects/Keywords: GERS; Ältere Literatur im Deutschunterricht; Older literature in the language classroom; Deutsche Literaturdidaktik; Moderne Sprachen; Marginalisierung von Literatur; GY11; Kultur; Specific Languages; Studier av enskilda språk

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APA (6th Edition):

Glashoff, B. (2016). Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht : Eine Literaturstudie. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-22674

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):

Glashoff, Birgit. “Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht : Eine Literaturstudie.” 2016. Thesis, Dalarna University. Accessed August 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22674.

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

MLA Handbook (7th Edition):

Glashoff, Birgit. “Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht : Eine Literaturstudie.” 2016. Web. 25 Aug 2019.

Vancouver:

Glashoff B. Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht : Eine Literaturstudie. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Aug 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22674.

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

Council of Science Editors:

Glashoff B. Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht : Eine Literaturstudie. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22674

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

29. メイス, みよ子. 映画のクラスのための教材開発 : エイガ ノ クラス ノ タメ ノ キョウザイ カイハツ; Developing Teaching Material for Classroom Interaction in a Movie-Based Course.

Degree: Seigakuin University / 聖学院大学

Subjects/Keywords: Classroom interaction; Communicative Language Teaching; Classroom Tasks

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

APA (6th Edition):

メイス, . (n.d.). 映画のクラスのための教材開発 : エイガ ノ クラス ノ タメ ノ キョウザイ カイハツ; Developing Teaching Material for Classroom Interaction in a Movie-Based Course. (Thesis). Seigakuin University / 聖学院大学. Retrieved from http://serve.seigakuin-univ.ac.jp/reps/modules/xoonips/detail.php?item_id=88

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

メイス, みよ子. “映画のクラスのための教材開発 : エイガ ノ クラス ノ タメ ノ キョウザイ カイハツ; Developing Teaching Material for Classroom Interaction in a Movie-Based Course.” Thesis, Seigakuin University / 聖学院大学. Accessed August 25, 2019. http://serve.seigakuin-univ.ac.jp/reps/modules/xoonips/detail.php?item_id=88.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

メイス, みよ子. “映画のクラスのための教材開発 : エイガ ノ クラス ノ タメ ノ キョウザイ カイハツ; Developing Teaching Material for Classroom Interaction in a Movie-Based Course.” Web. 25 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

メイス . 映画のクラスのための教材開発 : エイガ ノ クラス ノ タメ ノ キョウザイ カイハツ; Developing Teaching Material for Classroom Interaction in a Movie-Based Course. [Internet] [Thesis]. Seigakuin University / 聖学院大学; [cited 2019 Aug 25]. Available from: http://serve.seigakuin-univ.ac.jp/reps/modules/xoonips/detail.php?item_id=88.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

メイス . 映画のクラスのための教材開発 : エイガ ノ クラス ノ タメ ノ キョウザイ カイハツ; Developing Teaching Material for Classroom Interaction in a Movie-Based Course. [Thesis]. Seigakuin University / 聖学院大学; Available from: http://serve.seigakuin-univ.ac.jp/reps/modules/xoonips/detail.php?item_id=88

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Kyoto University / 京都大学

30. Kato, Yoshitaka. The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants : 言語授業における相互行為の性質―― 参与者間の有機的な協働に向けて.

Degree: 博士(人間・環境学), 2017, Kyoto University / 京都大学

新制・課程博士

甲第20774号

人博第836号

Subjects/Keywords: interaction; language classroom; cooperation; collaboration; classroom dynamics

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

APA (6th Edition):

Kato, Y. (2017). The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants : 言語授業における相互行為の性質―― 参与者間の有機的な協働に向けて. (Thesis). Kyoto University / 京都大学. Retrieved from http://hdl.handle.net/2433/228248 ; http://dx.doi.org/10.14989/doctor.k20774

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):

Kato, Yoshitaka. “The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants : 言語授業における相互行為の性質―― 参与者間の有機的な協働に向けて.” 2017. Thesis, Kyoto University / 京都大学. Accessed August 25, 2019. http://hdl.handle.net/2433/228248 ; http://dx.doi.org/10.14989/doctor.k20774.

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

MLA Handbook (7th Edition):

Kato, Yoshitaka. “The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants : 言語授業における相互行為の性質―― 参与者間の有機的な協働に向けて.” 2017. Web. 25 Aug 2019.

Vancouver:

Kato Y. The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants : 言語授業における相互行為の性質―― 参与者間の有機的な協働に向けて. [Internet] [Thesis]. Kyoto University / 京都大学; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2433/228248 ; http://dx.doi.org/10.14989/doctor.k20774.

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

Council of Science Editors:

Kato Y. The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants : 言語授業における相互行為の性質―― 参与者間の有機的な協働に向けて. [Thesis]. Kyoto University / 京都大学; 2017. Available from: http://hdl.handle.net/2433/228248 ; http://dx.doi.org/10.14989/doctor.k20774

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

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