Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dept: School of Education

You searched for subject:(Interaction in the language classroom). Showing records 1 – 30 of 394 total matches.

[1] [2] [3] [4] [5] … [14]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Country

▼ Search Limiters


Northeastern University

1. Cai, Qinghong. Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom.

Degree: EdD, School of Education, 2017, Northeastern University

 Bilingual Guided Meditation (BGM®) is an innovative contemplative practice designed to reduce college students' anxiety while learning a foreign language and to optimize foreign language(more)

Subjects/Keywords: Bilingual Guided Meditation; bilingual input; foreign language academic performance; Foreign Language Classroom Anxiety Scale (FLCAS); positive suggestion; Suggestopedia theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cai, Q. (2017). Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20258571

Chicago Manual of Style (16th Edition):

Cai, Qinghong. “Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20258571.

MLA Handbook (7th Edition):

Cai, Qinghong. “Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom.” 2017. Web. 23 Sep 2019.

Vancouver:

Cai Q. Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20258571.

Council of Science Editors:

Cai Q. Acceptability and preliminary outcomes of Bilingual Guided Meditation (BGM®) in the college foreign language classroom. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20258571


University of Cape Town

2. Clifford, Marian. Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults.

Degree: Image, School of Education, 1991, University of Cape Town

 This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language(more)

Subjects/Keywords: Basic education - South Africa; English language - Study and teaching - Foreign speakers; Curriculum planning - South Africa; Action research in education; Interaction analysis in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clifford, M. (1991). Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/17275

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):

Clifford, Marian. “Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults.” 1991. Thesis, University of Cape Town. Accessed September 23, 2019. http://hdl.handle.net/11427/17275.

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

MLA Handbook (7th Edition):

Clifford, Marian. “Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults.” 1991. Web. 23 Sep 2019.

Vancouver:

Clifford M. Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults. [Internet] [Thesis]. University of Cape Town; 1991. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11427/17275.

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

Council of Science Editors:

Clifford M. Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults. [Thesis]. University of Cape Town; 1991. Available from: http://hdl.handle.net/11427/17275

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


University of Stirling

3. Nagy, Krisztina. English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use.

Degree: PhD, School of Education, 2009, University of Stirling

 This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the… (more)

Subjects/Keywords: classroom discourse; code-switching; primary; early language teaching; mother tongue use; L1 use; foreign language teaching; English teaching; pressures; constraints; Hungary; language teaching policy; Hungarian language Grammar, Comparative English.; English language Grammar, Comparative Hungarian; English language Study and teaching Foreign speakers; English language Textbooks for foreign speakers Hungarian

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nagy, K. (2009). English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/1688

Chicago Manual of Style (16th Edition):

Nagy, Krisztina. “English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use.” 2009. Doctoral Dissertation, University of Stirling. Accessed September 23, 2019. http://hdl.handle.net/1893/1688.

MLA Handbook (7th Edition):

Nagy, Krisztina. “English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use.” 2009. Web. 23 Sep 2019.

Vancouver:

Nagy K. English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use. [Internet] [Doctoral dissertation]. University of Stirling; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1893/1688.

Council of Science Editors:

Nagy K. English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use. [Doctoral Dissertation]. University of Stirling; 2009. Available from: http://hdl.handle.net/1893/1688


University of Stirling

4. Savage, Lorna J. Exploring Young Children's Social Interactions in Technology-rich Preschool Environments.

Degree: PhD, School of Education, 2011, University of Stirling

 In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in… (more)

Subjects/Keywords: Children; Technology; Preschool; Social Interaction; Early Years Education; Scotland; Computers and children; Social interaction in children.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Savage, L. J. (2011). Exploring Young Children's Social Interactions in Technology-rich Preschool Environments. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/3653

Chicago Manual of Style (16th Edition):

Savage, Lorna J. “Exploring Young Children's Social Interactions in Technology-rich Preschool Environments.” 2011. Doctoral Dissertation, University of Stirling. Accessed September 23, 2019. http://hdl.handle.net/1893/3653.

MLA Handbook (7th Edition):

Savage, Lorna J. “Exploring Young Children's Social Interactions in Technology-rich Preschool Environments.” 2011. Web. 23 Sep 2019.

Vancouver:

Savage LJ. Exploring Young Children's Social Interactions in Technology-rich Preschool Environments. [Internet] [Doctoral dissertation]. University of Stirling; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1893/3653.

Council of Science Editors:

Savage LJ. Exploring Young Children's Social Interactions in Technology-rich Preschool Environments. [Doctoral Dissertation]. University of Stirling; 2011. Available from: http://hdl.handle.net/1893/3653


University of Stirling

5. Birch, Miriam C. An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role.

Degree: EdD, School of Education, 2012, University of Stirling

 This study focuses on perceptions of a group of Computing lecturers at a large post ’92 Scottish university of the changes that have occurred in… (more)

Subjects/Keywords: Higher Education; Lecturers; Change; Teacher-student relationships; Interaction analysis in education; Lecture method in teaching; Lectures and lecturing; Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Birch, M. C. (2012). An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/13021

Chicago Manual of Style (16th Edition):

Birch, Miriam C. “An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role.” 2012. Doctoral Dissertation, University of Stirling. Accessed September 23, 2019. http://hdl.handle.net/1893/13021.

MLA Handbook (7th Edition):

Birch, Miriam C. “An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role.” 2012. Web. 23 Sep 2019.

Vancouver:

Birch MC. An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role. [Internet] [Doctoral dissertation]. University of Stirling; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1893/13021.

Council of Science Editors:

Birch MC. An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role. [Doctoral Dissertation]. University of Stirling; 2012. Available from: http://hdl.handle.net/1893/13021


Northeastern University

6. Puhlick, Matthew P.W. Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students.

Degree: EdD, School of Education, 2016, Northeastern University

 This study uses alignment theories and a general qualitative approach to explore and understand teacher descriptions of the effects state-wide standardized tests have had on… (more)

Subjects/Keywords: accountability; classroom practices; high achieving; standardized tests; student learning; Educational tests and measurements; Educational accountability; Gifted children; Education; Academic achievement; Motivation in education; Curriculum planning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Puhlick, M. P. W. (2016). Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209183

Chicago Manual of Style (16th Edition):

Puhlick, Matthew P W. “Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20209183.

MLA Handbook (7th Edition):

Puhlick, Matthew P W. “Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students.” 2016. Web. 23 Sep 2019.

Vancouver:

Puhlick MPW. Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20209183.

Council of Science Editors:

Puhlick MPW. Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209183


Northeastern University

7. Vatalaro, Susan. Co-teaching as a model of instruction for English as second language teachers in a general education classroom.

Degree: EdD, School of Education, 2015, Northeastern University

 The English language learner population in schools across America is growing each day. Meeting the educational needs of these students can be very challenging. In… (more)

Subjects/Keywords: collaboration; co-teaching; English as a second language teacher; English language learner; mainstreaming; transformational learning; Teaching teams; English language; Study and teaching; Foreign speakers; Language arts; Mainstreaming in education; Teachers; In-service training

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vatalaro, S. (2015). Co-teaching as a model of instruction for English as second language teachers in a general education classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20195502

Chicago Manual of Style (16th Edition):

Vatalaro, Susan. “Co-teaching as a model of instruction for English as second language teachers in a general education classroom.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20195502.

MLA Handbook (7th Edition):

Vatalaro, Susan. “Co-teaching as a model of instruction for English as second language teachers in a general education classroom.” 2015. Web. 23 Sep 2019.

Vancouver:

Vatalaro S. Co-teaching as a model of instruction for English as second language teachers in a general education classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20195502.

Council of Science Editors:

Vatalaro S. Co-teaching as a model of instruction for English as second language teachers in a general education classroom. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20195502


University of Queensland

8. Hajar, Siti. The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia.

Degree: School of Education, 2017, University of Queensland

Subjects/Keywords: Action research; classroom-based action research; professional learning; remote and rural teachers in Indonesia; EFL teachers in Indonesia; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hajar, S. (2017). The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:678891

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):

Hajar, Siti. “The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia.” 2017. Thesis, University of Queensland. Accessed September 23, 2019. http://espace.library.uq.edu.au/view/UQ:678891.

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

MLA Handbook (7th Edition):

Hajar, Siti. “The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia.” 2017. Web. 23 Sep 2019.

Vancouver:

Hajar S. The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia. [Internet] [Thesis]. University of Queensland; 2017. [cited 2019 Sep 23]. Available from: http://espace.library.uq.edu.au/view/UQ:678891.

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

Council of Science Editors:

Hajar S. The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia. [Thesis]. University of Queensland; 2017. Available from: http://espace.library.uq.edu.au/view/UQ:678891

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


Northeastern University

9. Bryant, Alison Rose Charbeneau. An; An interpretative phenomenological analysis of student engagement in learning at the middle level; interpretive phenomenological analysis of student engagement in learning at the middle level.

Degree: EdD, School of Education, 2014, Northeastern University

 Student engagement in learning at the middle school level is a key indicator of academic success in high school (Azzam, 2007; Balfanz, Herzog, & Mac… (more)

Subjects/Keywords: learning environment; middle school; perseverance; student engagement; study strategies; Education; Junior High, Intermediate, Middle School Education and Teaching; Middle school students; Middle school education; Motivation in education; Academic achievement; Classroom environment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bryant, A. R. C. (2014). An; An interpretative phenomenological analysis of student engagement in learning at the middle level; interpretive phenomenological analysis of student engagement in learning at the middle level. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018679

Chicago Manual of Style (16th Edition):

Bryant, Alison Rose Charbeneau. “An; An interpretative phenomenological analysis of student engagement in learning at the middle level; interpretive phenomenological analysis of student engagement in learning at the middle level.” 2014. Masters Thesis, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/d20018679.

MLA Handbook (7th Edition):

Bryant, Alison Rose Charbeneau. “An; An interpretative phenomenological analysis of student engagement in learning at the middle level; interpretive phenomenological analysis of student engagement in learning at the middle level.” 2014. Web. 23 Sep 2019.

Vancouver:

Bryant ARC. An; An interpretative phenomenological analysis of student engagement in learning at the middle level; interpretive phenomenological analysis of student engagement in learning at the middle level. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/d20018679.

Council of Science Editors:

Bryant ARC. An; An interpretative phenomenological analysis of student engagement in learning at the middle level; interpretive phenomenological analysis of student engagement in learning at the middle level. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018679


Northeastern University

10. Bourassa, Jennifer L. Examining classroom grades as complex communication.

Degree: EdD, School of Education, 2015, Northeastern University

 For the past one hundred years or more, educational specialists have been admonishing classroom teachers to standardize their grading practices but have met little success.… (more)

Subjects/Keywords: classroom grading practices; communication; grading; polar case study; rhetorical transaction theory; secondary education; Grading and marking (Students); High school students; Rating of; Communication in education; High school teachers; Attitudes; Teacher-student relationships; Rhetoric

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bourassa, J. L. (2015). Examining classroom grades as complex communication. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196341

Chicago Manual of Style (16th Edition):

Bourassa, Jennifer L. “Examining classroom grades as complex communication.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20196341.

MLA Handbook (7th Edition):

Bourassa, Jennifer L. “Examining classroom grades as complex communication.” 2015. Web. 23 Sep 2019.

Vancouver:

Bourassa JL. Examining classroom grades as complex communication. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20196341.

Council of Science Editors:

Bourassa JL. Examining classroom grades as complex communication. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196341


University of Stirling

11. Lee, Kooi Cheng. An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class.

Degree: PhD, School of Education, 2009, University of Stirling

 The thesis is a study of the early stages of the writing cycle in an English for Academic Purposes (EAP) class at the University of… (more)

Subjects/Keywords: College students Singapore; English language Study and teaching Foreign Speakers; Academic writing Study and teaching; Language and education; Group work in education; Forums (Discussion and debate)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, K. C. (2009). An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2322

Chicago Manual of Style (16th Edition):

Lee, Kooi Cheng. “An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class.” 2009. Doctoral Dissertation, University of Stirling. Accessed September 23, 2019. http://hdl.handle.net/1893/2322.

MLA Handbook (7th Edition):

Lee, Kooi Cheng. “An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class.” 2009. Web. 23 Sep 2019.

Vancouver:

Lee KC. An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class. [Internet] [Doctoral dissertation]. University of Stirling; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1893/2322.

Council of Science Editors:

Lee KC. An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class. [Doctoral Dissertation]. University of Stirling; 2009. Available from: http://hdl.handle.net/1893/2322


University of Queensland

12. Alwaleedi, Mohammed Ali. Collaborative writing in Arabic as a second language (ASL) classrooms in Saudi Arabia: a mixed-method study.

Degree: School of Education, 2019, University of Queensland

Subjects/Keywords: Applied linguistics; Arabic as a second language; Second language writing; Mixed-methods study; Collaborative writing; Small group interaction; Sociocultural theory; Saudi Arabia; 2003 Language Studies; 2004 Linguistics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alwaleedi, M. A. (2019). Collaborative writing in Arabic as a second language (ASL) classrooms in Saudi Arabia: a mixed-method study. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:8668

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):

Alwaleedi, Mohammed Ali. “Collaborative writing in Arabic as a second language (ASL) classrooms in Saudi Arabia: a mixed-method study.” 2019. Thesis, University of Queensland. Accessed September 23, 2019. http://espace.library.uq.edu.au/view/UQ:8668.

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

MLA Handbook (7th Edition):

Alwaleedi, Mohammed Ali. “Collaborative writing in Arabic as a second language (ASL) classrooms in Saudi Arabia: a mixed-method study.” 2019. Web. 23 Sep 2019.

Vancouver:

Alwaleedi MA. Collaborative writing in Arabic as a second language (ASL) classrooms in Saudi Arabia: a mixed-method study. [Internet] [Thesis]. University of Queensland; 2019. [cited 2019 Sep 23]. Available from: http://espace.library.uq.edu.au/view/UQ:8668.

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

Council of Science Editors:

Alwaleedi MA. Collaborative writing in Arabic as a second language (ASL) classrooms in Saudi Arabia: a mixed-method study. [Thesis]. University of Queensland; 2019. Available from: http://espace.library.uq.edu.au/view/UQ:8668

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


Northeastern University

13. Bronars, Catherine T. Women's perspectives on the under-representation of women in secondary school leadership.

Degree: EdD, School of Education, 2015, Northeastern University

 This study examined Tennessee secondary women's perspectives on the under-representation of women in secondary principalships. Although researchers cite gender theories for the preponderance of men… (more)

Subjects/Keywords: gender bias; glass escalator; good old boy network; institutional gendered practices; secondary leadership; work-family conflict; Women school principals; Leadership in women; Sex role in the work environment; Sex discrimination in employment; High schools; Administration; School of Education; Sexism in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bronars, C. T. (2015). Women's perspectives on the under-representation of women in secondary school leadership. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20154935

Chicago Manual of Style (16th Edition):

Bronars, Catherine T. “Women's perspectives on the under-representation of women in secondary school leadership.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20154935.

MLA Handbook (7th Edition):

Bronars, Catherine T. “Women's perspectives on the under-representation of women in secondary school leadership.” 2015. Web. 23 Sep 2019.

Vancouver:

Bronars CT. Women's perspectives on the under-representation of women in secondary school leadership. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20154935.

Council of Science Editors:

Bronars CT. Women's perspectives on the under-representation of women in secondary school leadership. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20154935


Northeastern University

14. Axelson, Natasha J. The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change.

Degree: EdD, School of Education, 2016, Northeastern University

 Instructional coaching within school districts has become one way to support teachers. Research from Guskey and Yoon (2009) showed the importance of carefully planned and… (more)

Subjects/Keywords: Common Core; curriculum; education; instructional coaching; literacy coaching; Education, Elementary; Curricula; Language arts (Elementary); Curricula; Curriculum change; Language arts teachers; In-service training; Language arts teachers; Training of; Literacy; Study and teaching (Elementary); Common Core State Standards (Education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Axelson, N. J. (2016). The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204828

Chicago Manual of Style (16th Edition):

Axelson, Natasha J. “The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20204828.

MLA Handbook (7th Edition):

Axelson, Natasha J. “The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change.” 2016. Web. 23 Sep 2019.

Vancouver:

Axelson NJ. The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20204828.

Council of Science Editors:

Axelson NJ. The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20204828


Northeastern University

15. Hauschild, Susan M. Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership.

Degree: EdD, School of Education, 2015, Northeastern University

 Educators are facing increasingly more demands in today's public schools. One of the reasons is because of the state and federal mandates that resulted from… (more)

Subjects/Keywords: distributed leadership; educator evaluation; informal leaders; organizational change; sensemaking; train-the-trainer model; School of Education; School management and organization; Educational change; Elementary school teachers; In-service training; Elementary school teachers; Training of; Teams in the workplace; Education and state

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hauschild, S. M. (2015). Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196967

Chicago Manual of Style (16th Edition):

Hauschild, Susan M. “Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20196967.

MLA Handbook (7th Edition):

Hauschild, Susan M. “Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership.” 2015. Web. 23 Sep 2019.

Vancouver:

Hauschild SM. Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20196967.

Council of Science Editors:

Hauschild SM. Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196967


Northeastern University

16. Rockne, Wendy Kathleen. A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom.

Degree: EdD, School of Education, 2014, Northeastern University

 Multigenre writing projects originated as a high-interest alternative to traditional essays. The multigenre essay is generally produced in print form. Electronic portfolios, or e-portfolios, have… (more)

Subjects/Keywords: digital tools; English language arts; multigenre writing; PowerPoint; Prezi; writing instruction; Education; Rhetoric and Composition; Secondary Education and Teaching; Composition (Language arts); Study and teaching (Secondary); English language; Composition and exercises; Study and teaching (Secondary); Literary form; Study and teaching (Secondary); Interdisciplinary approach in education; Educational innovations; Portfolios in education; Educational technology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rockne, W. K. (2014). A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018701

Chicago Manual of Style (16th Edition):

Rockne, Wendy Kathleen. “A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom.” 2014. Masters Thesis, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/d20018701.

MLA Handbook (7th Edition):

Rockne, Wendy Kathleen. “A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom.” 2014. Web. 23 Sep 2019.

Vancouver:

Rockne WK. A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/d20018701.

Council of Science Editors:

Rockne WK. A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018701


Northeastern University

17. Kelley, Patricia M. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.

Degree: EdD, School of Education, 2016, Northeastern University

 As students enter middle schools across the country, many of them lack the literacy skills needed to access content-area knowledge. Response to Intervention (RtI) is… (more)

Subjects/Keywords: formative assessment; literacy; workshop model; Reading (Middle school); Reading; Remedial teaching; Language arts (Middle school); Middle school teachers; In-service training; Literacy programs; Response to intervention (Learning disabled children)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kelley, P. M. (2016). Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208563

Chicago Manual of Style (16th Edition):

Kelley, Patricia M. “Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20208563.

MLA Handbook (7th Edition):

Kelley, Patricia M. “Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.” 2016. Web. 23 Sep 2019.

Vancouver:

Kelley PM. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20208563.

Council of Science Editors:

Kelley PM. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208563


Northeastern University

18. Lazareva-Stanishcheva, Victoria. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 While the population of English language learners (ELLs) in US schools has been increasing, many ELLs demonstrate a lower level of reading skills compared to… (more)

Subjects/Keywords: bilingual reading program; English Language Learner (ELL); interrupted time series; L1 (first; primary; native) reading instruction; language of reading instruction for ELLs; transitional bilingual education (TBE); Bilingual, Multilingual, and Multicultural Education; Education; Education, Bilingual; English language; Study and teaching (Elementary); Foreign speakers; Reading (Elementary); Bilingualism in children; Time-series analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lazareva-Stanishcheva, V. (2014). An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128391

Chicago Manual of Style (16th Edition):

Lazareva-Stanishcheva, Victoria. “An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.” 2014. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/d20128391.

MLA Handbook (7th Edition):

Lazareva-Stanishcheva, Victoria. “An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.” 2014. Web. 23 Sep 2019.

Vancouver:

Lazareva-Stanishcheva V. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/d20128391.

Council of Science Editors:

Lazareva-Stanishcheva V. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128391


Northeastern University

19. Baida, Ana T. An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts.

Degree: EdD, School of Education, 2015, Northeastern University

 There was a lack of qualitative research that sought to understand how gay, lesbian, and bisexual individuals' disclosure processes affect their success in organizational contexts.… (more)

Subjects/Keywords: disclosure; leadership; self-monitoring behaviors; sexual identity development; Self-presentation; Sexual minorities; Identity; Gender identity; Identity (Psychology); Homosexuality in the workplace; Sexual minorities; Employment; Leadership; Coming out (Sexual orientation)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baida, A. T. (2015). An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20129038

Chicago Manual of Style (16th Edition):

Baida, Ana T. “An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20129038.

MLA Handbook (7th Edition):

Baida, Ana T. “An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts.” 2015. Web. 23 Sep 2019.

Vancouver:

Baida AT. An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20129038.

Council of Science Editors:

Baida AT. An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20129038


Northeastern University

20. Worth, Kim Ann. Living the dream: the lived experience of an English language arts professional learning community at a college preparatory boarding school for underserved youth.

Degree: EdD, School of Education, 2014, Northeastern University

 Teachers working in schools where the majority of the population is underserved students often feel a sense of helplessness. The purpose of the study is… (more)

Subjects/Keywords: Collective Efficacy; Professional Learning Community; Underserved youth; Education; Teacher Education and Professional Development; Teachers; Training of; Teams in the workplace; Preparatory school students; Education (Secondary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Worth, K. A. (2014). Living the dream: the lived experience of an English language arts professional learning community at a college preparatory boarding school for underserved youth. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005058

Chicago Manual of Style (16th Edition):

Worth, Kim Ann. “Living the dream: the lived experience of an English language arts professional learning community at a college preparatory boarding school for underserved youth.” 2014. Masters Thesis, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/d20005058.

MLA Handbook (7th Edition):

Worth, Kim Ann. “Living the dream: the lived experience of an English language arts professional learning community at a college preparatory boarding school for underserved youth.” 2014. Web. 23 Sep 2019.

Vancouver:

Worth KA. Living the dream: the lived experience of an English language arts professional learning community at a college preparatory boarding school for underserved youth. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/d20005058.

Council of Science Editors:

Worth KA. Living the dream: the lived experience of an English language arts professional learning community at a college preparatory boarding school for underserved youth. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005058


Northeastern University

21. Chung, Ho Ying. An ; An interpretative phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies; interpretive phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies.

Degree: EdD, School of Education, 2014, Northeastern University

 Motivated teachers affect not only their own teaching quality and job satisfaction, but also their students' motivation and learning outcomes, and institutional culture and development.… (more)

Subjects/Keywords: ESL teacher motivation; higher education teacher motivation; pedagogical development; self-efficacy; teacher motivation; Education; Higher Education; Teacher Education and Professional Development; Motivation in education; Second language acquisition; Study and teaching (Higher); English language; Study and teaching (Higher); Pedagogical content knowledge; English teachers; Self-rating of; College teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chung, H. Y. (2014). An ; An interpretative phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies; interpretive phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018682

Chicago Manual of Style (16th Edition):

Chung, Ho Ying. “An ; An interpretative phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies; interpretive phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies.” 2014. Masters Thesis, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/d20018682.

MLA Handbook (7th Edition):

Chung, Ho Ying. “An ; An interpretative phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies; interpretive phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies.” 2014. Web. 23 Sep 2019.

Vancouver:

Chung HY. An ; An interpretative phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies; interpretive phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/d20018682.

Council of Science Editors:

Chung HY. An ; An interpretative phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies; interpretive phenomenological analysis of English-as-a-second-language (ESL) teachers' motivational beliefs in developing different pedagogical starategies. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018682


University of Stirling

22. Mercieca, Duncan P. Living otherwise. Students with profound and multiple learning disabilities as agents in educational contexts.

Degree: PhD, School of Education, 2008, University of Stirling

 This thesis address the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. Teachers and educators do not… (more)

Subjects/Keywords: PMLD; Agency; J. Derrida; G. Deleuze; Learning disabled children Education; Teacher-student relationships; Interaction analysis in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mercieca, D. P. (2008). Living otherwise. Students with profound and multiple learning disabilities as agents in educational contexts. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/1129

Chicago Manual of Style (16th Edition):

Mercieca, Duncan P. “Living otherwise. Students with profound and multiple learning disabilities as agents in educational contexts.” 2008. Doctoral Dissertation, University of Stirling. Accessed September 23, 2019. http://hdl.handle.net/1893/1129.

MLA Handbook (7th Edition):

Mercieca, Duncan P. “Living otherwise. Students with profound and multiple learning disabilities as agents in educational contexts.” 2008. Web. 23 Sep 2019.

Vancouver:

Mercieca DP. Living otherwise. Students with profound and multiple learning disabilities as agents in educational contexts. [Internet] [Doctoral dissertation]. University of Stirling; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1893/1129.

Council of Science Editors:

Mercieca DP. Living otherwise. Students with profound and multiple learning disabilities as agents in educational contexts. [Doctoral Dissertation]. University of Stirling; 2008. Available from: http://hdl.handle.net/1893/1129


Northeastern University

23. Druhan-Albanese, Jill. A narrative research study of teacher training and life experiences of four Honduran teachers of the deaf.

Degree: EdD, School of Education, 2016, Northeastern University

 In Honduras the need for teacher training and professional development opportunities to assist educators with the challenges associated with teaching is essential. This narrative research… (more)

Subjects/Keywords: professional development; professional learning communities; teacher training; Teachers of the deaf; Training of; Teachers of the deaf; In-service training; Deaf children; Education; Deaf children; Services for; Deaf; Means of communication; Study and teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Druhan-Albanese, J. (2016). A narrative research study of teacher training and life experiences of four Honduran teachers of the deaf. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20217395

Chicago Manual of Style (16th Edition):

Druhan-Albanese, Jill. “A narrative research study of teacher training and life experiences of four Honduran teachers of the deaf.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20217395.

MLA Handbook (7th Edition):

Druhan-Albanese, Jill. “A narrative research study of teacher training and life experiences of four Honduran teachers of the deaf.” 2016. Web. 23 Sep 2019.

Vancouver:

Druhan-Albanese J. A narrative research study of teacher training and life experiences of four Honduran teachers of the deaf. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20217395.

Council of Science Editors:

Druhan-Albanese J. A narrative research study of teacher training and life experiences of four Honduran teachers of the deaf. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20217395


Deakin University

24. Casey, Gail. Action research into social media within secondary school classes.

Degree: School of Education, 2013, Deakin University

 Gail used social and participatory media in the secondary school classroom, not just to engage students but also to enhance their learning. Her action research… (more)

Subjects/Keywords: Social media; Participatory media; Secondary school classroom; Teaching styles; Learning styles

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Casey, G. (2013). Action research into social media within secondary school classes. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30062533

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):

Casey, Gail. “Action research into social media within secondary school classes.” 2013. Thesis, Deakin University. Accessed September 23, 2019. http://hdl.handle.net/10536/DRO/DU:30062533.

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

MLA Handbook (7th Edition):

Casey, Gail. “Action research into social media within secondary school classes.” 2013. Web. 23 Sep 2019.

Vancouver:

Casey G. Action research into social media within secondary school classes. [Internet] [Thesis]. Deakin University; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10536/DRO/DU:30062533.

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

Council of Science Editors:

Casey G. Action research into social media within secondary school classes. [Thesis]. Deakin University; 2013. Available from: http://hdl.handle.net/10536/DRO/DU:30062533

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


Northeastern University

25. Carusi, Dawn Marie Feeley. Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction.

Degree: EdD, School of Education, 2016, Northeastern University

 This qualitative study provides insight into teacher perspectives about their pre-service training in relation to early reading instruction. Interpretive phenomenological analysis was utilized to better… (more)

Subjects/Keywords: in-service; pre-service; reading instruction; transformative learning theory; Reading (Primary); English language; Study and teaching (Primary); Transformative learning; Primary school teachers; In-service training; Primary school teachers; Training of; Student teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carusi, D. M. F. (2016). Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20205033

Chicago Manual of Style (16th Edition):

Carusi, Dawn Marie Feeley. “Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20205033.

MLA Handbook (7th Edition):

Carusi, Dawn Marie Feeley. “Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction.” 2016. Web. 23 Sep 2019.

Vancouver:

Carusi DMF. Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20205033.

Council of Science Editors:

Carusi DMF. Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20205033


University of Cape Town

26. Austin, Renee Winifred. An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level.

Degree: Thesis, School of Education, 1991, University of Cape Town

Subjects/Keywords: Language and education - South Africa; Communication in education - South Africa; Teachers - Training of - South Africa; Blacks - Education - South Africa; English language - Study and teaching - South

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Austin, R. W. (1991). An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23147

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):

Austin, Renee Winifred. “An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level.” 1991. Thesis, University of Cape Town. Accessed September 23, 2019. http://hdl.handle.net/11427/23147.

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

MLA Handbook (7th Edition):

Austin, Renee Winifred. “An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level.” 1991. Web. 23 Sep 2019.

Vancouver:

Austin RW. An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level. [Internet] [Thesis]. University of Cape Town; 1991. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11427/23147.

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

Council of Science Editors:

Austin RW. An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level. [Thesis]. University of Cape Town; 1991. Available from: http://hdl.handle.net/11427/23147

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


University of Cape Town

27. Cornell, Carohn. Script-writing for English second language classes in Cape Town : a contribution to liberatory education.

Degree: Thesis, School of Education, 1989, University of Cape Town

Subjects/Keywords: Language and languages - Study and teaching - South Africa; Drama in education - South Africa; English language - Study and teaching - South Africa - Foreign speakers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cornell, C. (1989). Script-writing for English second language classes in Cape Town : a contribution to liberatory education. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23676

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):

Cornell, Carohn. “Script-writing for English second language classes in Cape Town : a contribution to liberatory education.” 1989. Thesis, University of Cape Town. Accessed September 23, 2019. http://hdl.handle.net/11427/23676.

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

MLA Handbook (7th Edition):

Cornell, Carohn. “Script-writing for English second language classes in Cape Town : a contribution to liberatory education.” 1989. Web. 23 Sep 2019.

Vancouver:

Cornell C. Script-writing for English second language classes in Cape Town : a contribution to liberatory education. [Internet] [Thesis]. University of Cape Town; 1989. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11427/23676.

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

Council of Science Editors:

Cornell C. Script-writing for English second language classes in Cape Town : a contribution to liberatory education. [Thesis]. University of Cape Town; 1989. Available from: http://hdl.handle.net/11427/23676

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


Northeastern University

28. Cataldo, Barbara J. Tablet technology and its impact on families with autistic children.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this case study was to gain an in-depth understanding about tablet technology and its impact on families with autistic children. Families, along… (more)

Subjects/Keywords: communication skills; family dynamics; mindblindness; mirror neuron system; tablet technology; theory of mind; Autistic children; Education; Effect of technological innovations on; Autistic children; Language; Communicative disorders in children; Tablet computers; Parents of autistic children; Philosophy of mind

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cataldo, B. J. (2016). Tablet technology and its impact on families with autistic children. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221823

Chicago Manual of Style (16th Edition):

Cataldo, Barbara J. “Tablet technology and its impact on families with autistic children.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20221823.

MLA Handbook (7th Edition):

Cataldo, Barbara J. “Tablet technology and its impact on families with autistic children.” 2016. Web. 23 Sep 2019.

Vancouver:

Cataldo BJ. Tablet technology and its impact on families with autistic children. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20221823.

Council of Science Editors:

Cataldo BJ. Tablet technology and its impact on families with autistic children. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221823


Northeastern University

29. Pincince, Debra L. Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom.

Degree: EdD, School of Education, 2016, Northeastern University

 Students across Massachusetts, including those attending the middle school studied, have not been meeting state proficiency targets in mathematics and English language arts. Research indicates… (more)

Subjects/Keywords: differentiated instruction; formative assessment; student achievement; Individualized instruction; Middle school teachers; Training of; Middle school teachers; In-service training; Mathematics; Study and teaching (Middle school); Language arts (Middle school); Academic achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pincince, D. L. (2016). Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209085

Chicago Manual of Style (16th Edition):

Pincince, Debra L. “Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20209085.

MLA Handbook (7th Edition):

Pincince, Debra L. “Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom.” 2016. Web. 23 Sep 2019.

Vancouver:

Pincince DL. Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20209085.

Council of Science Editors:

Pincince DL. Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209085


Northeastern University

30. LaMagna, Michael Anthony. Exploring how faculty members are teaching information literacy to online community college students: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2015, Northeastern University

 Technology has created an abundance of information easily accessible to anyone using computing technology. This abundance of easily accessible information has exacerbated the need for… (more)

Subjects/Keywords: academic libraries; community college; composition; English faculty members; online education; Information literacy; Study and teaching (Higher); Information literacy; Standards; English language; Rhetoric; Study and teaching (Higher); Community college teaching; Internet in higher education; Academic libraries; Community college libraries

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

LaMagna, M. A. (2015). Exploring how faculty members are teaching information literacy to online community college students: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20197330

Chicago Manual of Style (16th Edition):

LaMagna, Michael Anthony. “Exploring how faculty members are teaching information literacy to online community college students: an interpretative phenomenological analysis.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20197330.

MLA Handbook (7th Edition):

LaMagna, Michael Anthony. “Exploring how faculty members are teaching information literacy to online community college students: an interpretative phenomenological analysis.” 2015. Web. 23 Sep 2019.

Vancouver:

LaMagna MA. Exploring how faculty members are teaching information literacy to online community college students: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20197330.

Council of Science Editors:

LaMagna MA. Exploring how faculty members are teaching information literacy to online community college students: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20197330

[1] [2] [3] [4] [5] … [14]

.