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You searched for subject:(International Teaching Assistants). Showing records 1 – 25 of 25 total matches.

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Southern Illinois University

1. Khan, Asma Anis. Understanding Undergraduate Students' Perceptions of International Teaching Assistants.

Degree: PhD, Curriculum and Instruction, 2013, Southern Illinois University

  The purpose of this mixed method study was to better understand undergraduate students' perceptions of international teaching assistants (ITAs) at a major research institution.… (more)

Subjects/Keywords: International Teaching Assistants; Undergraduate Perception

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APA (6th Edition):

Khan, A. A. (2013). Understanding Undergraduate Students' Perceptions of International Teaching Assistants. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/759

Chicago Manual of Style (16th Edition):

Khan, Asma Anis. “Understanding Undergraduate Students' Perceptions of International Teaching Assistants.” 2013. Doctoral Dissertation, Southern Illinois University. Accessed November 15, 2019. https://opensiuc.lib.siu.edu/dissertations/759.

MLA Handbook (7th Edition):

Khan, Asma Anis. “Understanding Undergraduate Students' Perceptions of International Teaching Assistants.” 2013. Web. 15 Nov 2019.

Vancouver:

Khan AA. Understanding Undergraduate Students' Perceptions of International Teaching Assistants. [Internet] [Doctoral dissertation]. Southern Illinois University; 2013. [cited 2019 Nov 15]. Available from: https://opensiuc.lib.siu.edu/dissertations/759.

Council of Science Editors:

Khan AA. Understanding Undergraduate Students' Perceptions of International Teaching Assistants. [Doctoral Dissertation]. Southern Illinois University; 2013. Available from: https://opensiuc.lib.siu.edu/dissertations/759


University of Georgia

2. Williams, Gwendolyn Mae. Cultural, professional and personal influences on the teaching identity development of international teaching assistants.

Degree: PhD, Teaching Additional Languages, 2006, University of Georgia

 This study examined how international teaching assistants (ITAs) construct their teacher identities within an American university setting. Specifically, this study focused on the cultural influences… (more)

Subjects/Keywords: international teaching assistants

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APA (6th Edition):

Williams, G. M. (2006). Cultural, professional and personal influences on the teaching identity development of international teaching assistants. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/williams_gwendolyn_m_200608_phd

Chicago Manual of Style (16th Edition):

Williams, Gwendolyn Mae. “Cultural, professional and personal influences on the teaching identity development of international teaching assistants.” 2006. Doctoral Dissertation, University of Georgia. Accessed November 15, 2019. http://purl.galileo.usg.edu/uga_etd/williams_gwendolyn_m_200608_phd.

MLA Handbook (7th Edition):

Williams, Gwendolyn Mae. “Cultural, professional and personal influences on the teaching identity development of international teaching assistants.” 2006. Web. 15 Nov 2019.

Vancouver:

Williams GM. Cultural, professional and personal influences on the teaching identity development of international teaching assistants. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Nov 15]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_gwendolyn_m_200608_phd.

Council of Science Editors:

Williams GM. Cultural, professional and personal influences on the teaching identity development of international teaching assistants. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/williams_gwendolyn_m_200608_phd


Louisiana State University

3. Saechou, Tiwa. Verbal and nonverbal immediacy: sex differences and international teaching assistants.

Degree: PhD, Communication, 2005, Louisiana State University

 This dissertation explains theory and research concerning international teaching assistants, intercultural communication, nonverbal and verbal immediacy, cognitive, affective, and behavioral learning, and sex differences. One… (more)

Subjects/Keywords: international teaching assistants

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APA (6th Edition):

Saechou, T. (2005). Verbal and nonverbal immediacy: sex differences and international teaching assistants. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07112005-203920 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2912

Chicago Manual of Style (16th Edition):

Saechou, Tiwa. “Verbal and nonverbal immediacy: sex differences and international teaching assistants.” 2005. Doctoral Dissertation, Louisiana State University. Accessed November 15, 2019. etd-07112005-203920 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2912.

MLA Handbook (7th Edition):

Saechou, Tiwa. “Verbal and nonverbal immediacy: sex differences and international teaching assistants.” 2005. Web. 15 Nov 2019.

Vancouver:

Saechou T. Verbal and nonverbal immediacy: sex differences and international teaching assistants. [Internet] [Doctoral dissertation]. Louisiana State University; 2005. [cited 2019 Nov 15]. Available from: etd-07112005-203920 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2912.

Council of Science Editors:

Saechou T. Verbal and nonverbal immediacy: sex differences and international teaching assistants. [Doctoral Dissertation]. Louisiana State University; 2005. Available from: etd-07112005-203920 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2912


University of Missouri – Columbia

4. Sanders, Harlow Stewart. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.

Degree: 2014, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The researcher conducted a hierarchical linear modeling (HLM) analysis of 2,688 online mid-semester surveys of… (more)

Subjects/Keywords: Author supplied: International teaching assistants; ITA; Graduate teaching assistants, Foreign; Oral communication

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APA (6th Edition):

Sanders, H. S. (2014). Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/44165

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):

Sanders, Harlow Stewart. “Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.” 2014. Thesis, University of Missouri – Columbia. Accessed November 15, 2019. http://hdl.handle.net/10355/44165.

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

MLA Handbook (7th Edition):

Sanders, Harlow Stewart. “Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.” 2014. Web. 15 Nov 2019.

Vancouver:

Sanders HS. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10355/44165.

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

Council of Science Editors:

Sanders HS. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/44165

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


University of Missouri – Columbia

5. Sanders, Harlow Stewart. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.

Degree: 2014, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The researcher conducted a hierarchical linear modeling (HLM) analysis of 2,688 online mid-semester surveys of… (more)

Subjects/Keywords: Author supplied: International teaching assistants; ITA; Graduate teaching assistants, Foreign; Oral communication

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APA (6th Edition):

Sanders, H. S. (2014). Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/44165

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):

Sanders, Harlow Stewart. “Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.” 2014. Thesis, University of Missouri – Columbia. Accessed November 15, 2019. https://doi.org/10.32469/10355/44165.

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

MLA Handbook (7th Edition):

Sanders, Harlow Stewart. “Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.” 2014. Web. 15 Nov 2019.

Vancouver:

Sanders HS. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 Nov 15]. Available from: https://doi.org/10.32469/10355/44165.

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

Council of Science Editors:

Sanders HS. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. [Thesis]. University of Missouri – Columbia; 2014. Available from: https://doi.org/10.32469/10355/44165

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


University of Cincinnati

6. Chapman, Glen L. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2017, University of Cincinnati

 With few recent examples of existing research, this study examined undergraduate students’ perceptions and behaviors toward international graduate students who perform teaching related duties whether… (more)

Subjects/Keywords: English As A Second Language; ESL; Microaggressions; International Teaching Assistants

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APA (6th Edition):

Chapman, G. L. (2017). Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087

Chicago Manual of Style (16th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

MLA Handbook (7th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Web. 15 Nov 2019.

Vancouver:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

Council of Science Editors:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087


Virginia Tech

7. Agrawal, Ashish. A Multiple-Case Study Exploring the Experiences of International Teaching Assistants in Engineering.

Degree: PhD, Engineering Education, 2018, Virginia Tech

 Many international graduate students serve as teaching assistants at US universities. As teaching assistants, they carry out significant responsibilities such as leading lab sessions, grading… (more)

Subjects/Keywords: International Teaching Assistants; Intersectionality; Multiple-Case Study; US Engineering Classes

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APA (6th Edition):

Agrawal, A. (2018). A Multiple-Case Study Exploring the Experiences of International Teaching Assistants in Engineering. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/84458

Chicago Manual of Style (16th Edition):

Agrawal, Ashish. “A Multiple-Case Study Exploring the Experiences of International Teaching Assistants in Engineering.” 2018. Doctoral Dissertation, Virginia Tech. Accessed November 15, 2019. http://hdl.handle.net/10919/84458.

MLA Handbook (7th Edition):

Agrawal, Ashish. “A Multiple-Case Study Exploring the Experiences of International Teaching Assistants in Engineering.” 2018. Web. 15 Nov 2019.

Vancouver:

Agrawal A. A Multiple-Case Study Exploring the Experiences of International Teaching Assistants in Engineering. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10919/84458.

Council of Science Editors:

Agrawal A. A Multiple-Case Study Exploring the Experiences of International Teaching Assistants in Engineering. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/84458


University of South Florida

8. Aslan, Erhan. International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence.

Degree: 2016, University of South Florida

International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions… (more)

Subjects/Keywords: international teaching assistants; pragmatic competence; speech acts; communication anxiety; willingness to communicate; Linguistics; Other Education

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APA (6th Edition):

Aslan, E. (2016). International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6063

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):

Aslan, Erhan. “International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence.” 2016. Thesis, University of South Florida. Accessed November 15, 2019. https://scholarcommons.usf.edu/etd/6063.

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

MLA Handbook (7th Edition):

Aslan, Erhan. “International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence.” 2016. Web. 15 Nov 2019.

Vancouver:

Aslan E. International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Nov 15]. Available from: https://scholarcommons.usf.edu/etd/6063.

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

Council of Science Editors:

Aslan E. International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6063

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


University of Arizona

9. Witt, Autumn. Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants .

Degree: 2010, University of Arizona

 This dissertation follows an oral language assessment tool from initial design and implementation to validity analysis. The specialized variables of this study are the population:… (more)

Subjects/Keywords: Domain Validity; ESL; Hiring Assessment; International Teaching Assistants; Oral Langauge Assessment; Spoken English Test

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APA (6th Edition):

Witt, A. (2010). Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195181

Chicago Manual of Style (16th Edition):

Witt, Autumn. “Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants .” 2010. Doctoral Dissertation, University of Arizona. Accessed November 15, 2019. http://hdl.handle.net/10150/195181.

MLA Handbook (7th Edition):

Witt, Autumn. “Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants .” 2010. Web. 15 Nov 2019.

Vancouver:

Witt A. Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10150/195181.

Council of Science Editors:

Witt A. Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195181


University of North Texas

10. Nilobol Chantaraks. Student Perception of Nonverbal Behaviors of International TAs.

Degree: 1990, University of North Texas

 Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was… (more)

Subjects/Keywords: nonverbal behaviors; international teaching assistants; American teaching assistants; Teachers' assistants  – United States.; Nonverbal communication in education.; Communication in education.

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APA (6th Edition):

Chantaraks, N. (1990). Student Perception of Nonverbal Behaviors of International TAs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500476/

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):

Chantaraks, Nilobol. “Student Perception of Nonverbal Behaviors of International TAs.” 1990. Thesis, University of North Texas. Accessed November 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc500476/.

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

MLA Handbook (7th Edition):

Chantaraks, Nilobol. “Student Perception of Nonverbal Behaviors of International TAs.” 1990. Web. 15 Nov 2019.

Vancouver:

Chantaraks N. Student Perception of Nonverbal Behaviors of International TAs. [Internet] [Thesis]. University of North Texas; 1990. [cited 2019 Nov 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500476/.

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

Council of Science Editors:

Chantaraks N. Student Perception of Nonverbal Behaviors of International TAs. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc500476/

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


The Ohio State University

11. Capraro, Fernanda P. A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants.

Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2002, The Ohio State University

 The purpose of this journal study was to describe and explore the Spoken English (SE) learning experience of prospective international teaching assistants (ITAs) in an… (more)

Subjects/Keywords: journal study; international teaching assistants; Spoken English

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APA (6th Edition):

Capraro, F. P. (2002). A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1016061356

Chicago Manual of Style (16th Edition):

Capraro, Fernanda P. “A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants.” 2002. Doctoral Dissertation, The Ohio State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1016061356.

MLA Handbook (7th Edition):

Capraro, Fernanda P. “A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants.” 2002. Web. 15 Nov 2019.

Vancouver:

Capraro FP. A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants. [Internet] [Doctoral dissertation]. The Ohio State University; 2002. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1016061356.

Council of Science Editors:

Capraro FP. A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants. [Doctoral Dissertation]. The Ohio State University; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1016061356


Penn State University

12. Gevara, Jeremy Ray. CONFIRMING THE IMPACT OF PERFORMANCE TASKS ON LATENT CLASS MEMBERSHIP AND PLACEMENT DECISIONS.

Degree: PhD, Applied Linguistics, 2016, Penn State University

 Pennsylvania law requires that all international students on graduate teaching assistantships (ITAs) pass an in-house test of English proficiency in addition to a standardized test.… (more)

Subjects/Keywords: Performance Tests; English as a Second Language; International Teaching Assistants; Placement Tests; Confirmatory Factor Analysis; Latent Class Analysis

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APA (6th Edition):

Gevara, J. R. (2016). CONFIRMING THE IMPACT OF PERFORMANCE TASKS ON LATENT CLASS MEMBERSHIP AND PLACEMENT DECISIONS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9s1616164

Chicago Manual of Style (16th Edition):

Gevara, Jeremy Ray. “CONFIRMING THE IMPACT OF PERFORMANCE TASKS ON LATENT CLASS MEMBERSHIP AND PLACEMENT DECISIONS.” 2016. Doctoral Dissertation, Penn State University. Accessed November 15, 2019. https://etda.libraries.psu.edu/catalog/9s1616164.

MLA Handbook (7th Edition):

Gevara, Jeremy Ray. “CONFIRMING THE IMPACT OF PERFORMANCE TASKS ON LATENT CLASS MEMBERSHIP AND PLACEMENT DECISIONS.” 2016. Web. 15 Nov 2019.

Vancouver:

Gevara JR. CONFIRMING THE IMPACT OF PERFORMANCE TASKS ON LATENT CLASS MEMBERSHIP AND PLACEMENT DECISIONS. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Nov 15]. Available from: https://etda.libraries.psu.edu/catalog/9s1616164.

Council of Science Editors:

Gevara JR. CONFIRMING THE IMPACT OF PERFORMANCE TASKS ON LATENT CLASS MEMBERSHIP AND PLACEMENT DECISIONS. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/9s1616164


University of New Mexico

13. Rud, Natalia V. RICH POINTS IN BETWEEN CULTURES, LANGUAGES, AND PEDAGOGIES: EXPERIENCES AND PERSPECTIVES OF INTERNATIONAL TEACHING ASSISTANTS IN THE USA.

Degree: Language, Literacy, and Sociocultural Studies, 2019, University of New Mexico

  ABSTRACT This study presents a qualitative, multiple case, instrumental case study which explores experiences and positionality of International Teaching Assistants (ITAs) in the US… (more)

Subjects/Keywords: International Teaching Assistants; sociocultural theory; perezhivanie; community of practice; rich points; teacher's identity; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Rud, N. V. (2019). RICH POINTS IN BETWEEN CULTURES, LANGUAGES, AND PEDAGOGIES: EXPERIENCES AND PERSPECTIVES OF INTERNATIONAL TEACHING ASSISTANTS IN THE USA. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/103

Chicago Manual of Style (16th Edition):

Rud, Natalia V. “RICH POINTS IN BETWEEN CULTURES, LANGUAGES, AND PEDAGOGIES: EXPERIENCES AND PERSPECTIVES OF INTERNATIONAL TEACHING ASSISTANTS IN THE USA.” 2019. Doctoral Dissertation, University of New Mexico. Accessed November 15, 2019. https://digitalrepository.unm.edu/educ_llss_etds/103.

MLA Handbook (7th Edition):

Rud, Natalia V. “RICH POINTS IN BETWEEN CULTURES, LANGUAGES, AND PEDAGOGIES: EXPERIENCES AND PERSPECTIVES OF INTERNATIONAL TEACHING ASSISTANTS IN THE USA.” 2019. Web. 15 Nov 2019.

Vancouver:

Rud NV. RICH POINTS IN BETWEEN CULTURES, LANGUAGES, AND PEDAGOGIES: EXPERIENCES AND PERSPECTIVES OF INTERNATIONAL TEACHING ASSISTANTS IN THE USA. [Internet] [Doctoral dissertation]. University of New Mexico; 2019. [cited 2019 Nov 15]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/103.

Council of Science Editors:

Rud NV. RICH POINTS IN BETWEEN CULTURES, LANGUAGES, AND PEDAGOGIES: EXPERIENCES AND PERSPECTIVES OF INTERNATIONAL TEACHING ASSISTANTS IN THE USA. [Doctoral Dissertation]. University of New Mexico; 2019. Available from: https://digitalrepository.unm.edu/educ_llss_etds/103


Rhode Island College

14. LaRocco, Mary Jo Fletcher. International Teaching Assistants and the Essence of the Development of Intercultural Competence.

Degree: PhD, 2011, Rhode Island College

  Intercultural competence is an essential, but understudied, aspect of communication for successful interactions between international teaching assistants (ITAs) and undergraduate students. This qualitative study… (more)

Subjects/Keywords: Communication, International relations, Language; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development; intercultural communication; international teaching assistants; English as a second language

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APA (6th Edition):

LaRocco, M. J. F. (2011). International Teaching Assistants and the Essence of the Development of Intercultural Competence. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/40

Chicago Manual of Style (16th Edition):

LaRocco, Mary Jo Fletcher. “International Teaching Assistants and the Essence of the Development of Intercultural Competence.” 2011. Doctoral Dissertation, Rhode Island College. Accessed November 15, 2019. https://digitalcommons.ric.edu/etd/40.

MLA Handbook (7th Edition):

LaRocco, Mary Jo Fletcher. “International Teaching Assistants and the Essence of the Development of Intercultural Competence.” 2011. Web. 15 Nov 2019.

Vancouver:

LaRocco MJF. International Teaching Assistants and the Essence of the Development of Intercultural Competence. [Internet] [Doctoral dissertation]. Rhode Island College; 2011. [cited 2019 Nov 15]. Available from: https://digitalcommons.ric.edu/etd/40.

Council of Science Editors:

LaRocco MJF. International Teaching Assistants and the Essence of the Development of Intercultural Competence. [Doctoral Dissertation]. Rhode Island College; 2011. Available from: https://digitalcommons.ric.edu/etd/40

15. Jensen, Kirsten. The Impact of Intercultural Training on the Satisfaction and Achievement of Undergraduates Taught by International Teaching Assistants.

Degree: PhD, 2007, Old Dominion University

  Much has been done to prepare international teaching assistants to teach American undergraduates, but very little has been done to help the undergraduates learn… (more)

Subjects/Keywords: Achievement; Intercultural training; International teaching assistants; Teaching assistants; Undergraduates; Bilingual, Multilingual, and Multicultural Education; Higher Education

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APA (6th Edition):

Jensen, K. (2007). The Impact of Intercultural Training on the Satisfaction and Achievement of Undergraduates Taught by International Teaching Assistants. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780549218296 ; https://digitalcommons.odu.edu/urbanservices_education_etds/75

Chicago Manual of Style (16th Edition):

Jensen, Kirsten. “The Impact of Intercultural Training on the Satisfaction and Achievement of Undergraduates Taught by International Teaching Assistants.” 2007. Doctoral Dissertation, Old Dominion University. Accessed November 15, 2019. 9780549218296 ; https://digitalcommons.odu.edu/urbanservices_education_etds/75.

MLA Handbook (7th Edition):

Jensen, Kirsten. “The Impact of Intercultural Training on the Satisfaction and Achievement of Undergraduates Taught by International Teaching Assistants.” 2007. Web. 15 Nov 2019.

Vancouver:

Jensen K. The Impact of Intercultural Training on the Satisfaction and Achievement of Undergraduates Taught by International Teaching Assistants. [Internet] [Doctoral dissertation]. Old Dominion University; 2007. [cited 2019 Nov 15]. Available from: 9780549218296 ; https://digitalcommons.odu.edu/urbanservices_education_etds/75.

Council of Science Editors:

Jensen K. The Impact of Intercultural Training on the Satisfaction and Achievement of Undergraduates Taught by International Teaching Assistants. [Doctoral Dissertation]. Old Dominion University; 2007. Available from: 9780549218296 ; https://digitalcommons.odu.edu/urbanservices_education_etds/75


Georgia State University

16. Kozlova, Iryna. Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms.

Degree: PhD, Applied Linguistics and English as a Second Language, 2008, Georgia State University

  Research on international teaching assistants (ITAs) often highlights that ITAs have at least two identities, an identity of a teacher and a student (e.g.,… (more)

Subjects/Keywords: authority; conversational joking; teasing; humor; Identity; international teaching assistants (ITAs); behavior negotiation

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APA (6th Edition):

Kozlova, I. (2008). Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/2

Chicago Manual of Style (16th Edition):

Kozlova, Iryna. “Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms.” 2008. Doctoral Dissertation, Georgia State University. Accessed November 15, 2019. https://scholarworks.gsu.edu/alesl_diss/2.

MLA Handbook (7th Edition):

Kozlova, Iryna. “Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms.” 2008. Web. 15 Nov 2019.

Vancouver:

Kozlova I. Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2019 Nov 15]. Available from: https://scholarworks.gsu.edu/alesl_diss/2.

Council of Science Editors:

Kozlova I. Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/alesl_diss/2


Bowling Green State University

17. Youssef, Soha. International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation.

Degree: PhD, English, 2018, Bowling Green State University

 Scholars such as Donald L. Rubin, Barbara S. Plakans, Consolata N. Mutua, and Monika Shehi reminded the English Language Teaching (ELT) field that a stigmatic… (more)

Subjects/Keywords: English As A Second Language; Pedagogy; Rhetoric; Teacher Education; International Teaching Assistants; ITAs; undergraduate native English-speaking students; professionalization; end-of-semester course evaluations; program administrators

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APA (6th Edition):

Youssef, S. (2018). International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312

Chicago Manual of Style (16th Edition):

Youssef, Soha. “International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

MLA Handbook (7th Edition):

Youssef, Soha. “International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation.” 2018. Web. 15 Nov 2019.

Vancouver:

Youssef S. International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

Council of Science Editors:

Youssef S. International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312


The Ohio State University

18. Hardman, Jocelyn Brooks. The intelligibility of Chinese-accented English to international and American students at a U.S. university.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

 This study investigated the intelligibility of Chinese graduate students to their Indian, Chinese, Korean, and American peers. Specifically, the researcher sought to determine the teaching(more)

Subjects/Keywords: Education; Language; Linguistics; Mathematics Education; Science Education; second language acquisition; international teaching assistants; intelligibility; speech perception; phonology; foreign-accented speech; Chinese-accented English; English for Academic Purposes; English as a Lingua Franca

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APA (6th Edition):

Hardman, J. B. (2010). The intelligibility of Chinese-accented English to international and American students at a U.S. university. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520

Chicago Manual of Style (16th Edition):

Hardman, Jocelyn Brooks. “The intelligibility of Chinese-accented English to international and American students at a U.S. university.” 2010. Doctoral Dissertation, The Ohio State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520.

MLA Handbook (7th Edition):

Hardman, Jocelyn Brooks. “The intelligibility of Chinese-accented English to international and American students at a U.S. university.” 2010. Web. 15 Nov 2019.

Vancouver:

Hardman JB. The intelligibility of Chinese-accented English to international and American students at a U.S. university. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520.

Council of Science Editors:

Hardman JB. The intelligibility of Chinese-accented English to international and American students at a U.S. university. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520


The Ohio State University

19. Little, Dawn Kimberley. Students-as-informants: Investigating the use of feedback by ITAs.

Degree: PhD, EDU Teaching and Learning, 2016, The Ohio State University

 This study was conducted to develop a deeper understanding of the interaction between international teaching assistants and the students they teach. The study was specifically… (more)

Subjects/Keywords: English As A Second Language; Higher Education; Pedagogy; novice ITAs; international teaching assistants; ITAs; cross-cultural classroom; American college students; feedback; student feedback; student evaluations; student evaluation of the instructor; SEI; intersectionality; ITA training; ITA socialization

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APA (6th Edition):

Little, D. K. (2016). Students-as-informants: Investigating the use of feedback by ITAs. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392

Chicago Manual of Style (16th Edition):

Little, Dawn Kimberley. “Students-as-informants: Investigating the use of feedback by ITAs.” 2016. Doctoral Dissertation, The Ohio State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.

MLA Handbook (7th Edition):

Little, Dawn Kimberley. “Students-as-informants: Investigating the use of feedback by ITAs.” 2016. Web. 15 Nov 2019.

Vancouver:

Little DK. Students-as-informants: Investigating the use of feedback by ITAs. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.

Council of Science Editors:

Little DK. Students-as-informants: Investigating the use of feedback by ITAs. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392


Penn State University

20. Reinhardt, Jonathon S. Directives Usage by ITAs: An Applied Learner Corpus Analysis.

Degree: PhD, Applied Linguistics, 2007, Penn State University

 Many large American universities have developed courses for the preparation of international teaching assistants (ITAs) to teach undergraduates, which combine attention to the development of… (more)

Subjects/Keywords: office hours; genre analysis; contrastive corpus analysis; international teaching assistants; directive language; language awareness

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APA (6th Edition):

Reinhardt, J. S. (2007). Directives Usage by ITAs: An Applied Learner Corpus Analysis. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7725

Chicago Manual of Style (16th Edition):

Reinhardt, Jonathon S. “Directives Usage by ITAs: An Applied Learner Corpus Analysis.” 2007. Doctoral Dissertation, Penn State University. Accessed November 15, 2019. https://etda.libraries.psu.edu/catalog/7725.

MLA Handbook (7th Edition):

Reinhardt, Jonathon S. “Directives Usage by ITAs: An Applied Learner Corpus Analysis.” 2007. Web. 15 Nov 2019.

Vancouver:

Reinhardt JS. Directives Usage by ITAs: An Applied Learner Corpus Analysis. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Nov 15]. Available from: https://etda.libraries.psu.edu/catalog/7725.

Council of Science Editors:

Reinhardt JS. Directives Usage by ITAs: An Applied Learner Corpus Analysis. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7725

21. Zheng, Xuan. Translingual Identity-as-Pedagogy: The Identity Construction and Practices of International Teaching Assistants (ITAs) of English in the College Composition Classroom.

Degree: PhD, 2013, University of Washington

 Recently the number of international students in English-speaking universities has grown dramatically. In the College Composition class where literacy and language are the major focus… (more)

Subjects/Keywords: College Composition; international teaching assistants; translingual identity-as-pedagogy; English as a second language; english

…courses for international students. Teaching in the program is one of the first and the most… …half are graduate students, many of whom serve as teaching assistants (TAs) in… …4.3.3.2 TranlingualIdentity in Teaching: Teacher versus Modaresa… …110 4.3.3.3 Teaching as Positioning… …124 5.3.1 Ming: from teaching Chemistry to Composition… 

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APA (6th Edition):

Zheng, X. (2013). Translingual Identity-as-Pedagogy: The Identity Construction and Practices of International Teaching Assistants (ITAs) of English in the College Composition Classroom. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/23685

Chicago Manual of Style (16th Edition):

Zheng, Xuan. “Translingual Identity-as-Pedagogy: The Identity Construction and Practices of International Teaching Assistants (ITAs) of English in the College Composition Classroom.” 2013. Doctoral Dissertation, University of Washington. Accessed November 15, 2019. http://hdl.handle.net/1773/23685.

MLA Handbook (7th Edition):

Zheng, Xuan. “Translingual Identity-as-Pedagogy: The Identity Construction and Practices of International Teaching Assistants (ITAs) of English in the College Composition Classroom.” 2013. Web. 15 Nov 2019.

Vancouver:

Zheng X. Translingual Identity-as-Pedagogy: The Identity Construction and Practices of International Teaching Assistants (ITAs) of English in the College Composition Classroom. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1773/23685.

Council of Science Editors:

Zheng X. Translingual Identity-as-Pedagogy: The Identity Construction and Practices of International Teaching Assistants (ITAs) of English in the College Composition Classroom. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/23685


Rhode Island College

22. Gourlay, Barbara Elas. An Investigation of Communication Patterns and Strategies between International Teaching Assistants and Undergraduate Students in University-level Science Labs.

Degree: PhD, 2008, Rhode Island College

  Investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. Qualitative and quantitative data from observations and interviews with study… (more)

Subjects/Keywords: Chemistry, Communication, Higher education, Language, Learning; Educational Assessment, Evaluation, and Research; Higher Education and Teaching; International and Intercultural Communication; Other Chemistry; international teaching assistants; ITAs; chemistry lab communication; interpersonal communication; graduate teaching assistants; undergraduate students; listening comprehension skills; deixis

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APA (6th Edition):

Gourlay, B. E. (2008). An Investigation of Communication Patterns and Strategies between International Teaching Assistants and Undergraduate Students in University-level Science Labs. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/12

Chicago Manual of Style (16th Edition):

Gourlay, Barbara Elas. “An Investigation of Communication Patterns and Strategies between International Teaching Assistants and Undergraduate Students in University-level Science Labs.” 2008. Doctoral Dissertation, Rhode Island College. Accessed November 15, 2019. https://digitalcommons.ric.edu/etd/12.

MLA Handbook (7th Edition):

Gourlay, Barbara Elas. “An Investigation of Communication Patterns and Strategies between International Teaching Assistants and Undergraduate Students in University-level Science Labs.” 2008. Web. 15 Nov 2019.

Vancouver:

Gourlay BE. An Investigation of Communication Patterns and Strategies between International Teaching Assistants and Undergraduate Students in University-level Science Labs. [Internet] [Doctoral dissertation]. Rhode Island College; 2008. [cited 2019 Nov 15]. Available from: https://digitalcommons.ric.edu/etd/12.

Council of Science Editors:

Gourlay BE. An Investigation of Communication Patterns and Strategies between International Teaching Assistants and Undergraduate Students in University-level Science Labs. [Doctoral Dissertation]. Rhode Island College; 2008. Available from: https://digitalcommons.ric.edu/etd/12


Portland State University

23. Lu, Lina. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom.

Degree: MA, Speech Communication, 1992, Portland State University

  This is an exploratory, interpretive study, focusing on classroom communication experiences of Chinese teaching assistants (CTA) in a U.S. university. The research asked: What… (more)

Subjects/Keywords: Graduate teaching assistants  – United States; Foreign teachers  – United States; Intercultural communication  – United States; Communication in education  – United States; Education; International and Intercultural Communication

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APA (6th Edition):

Lu, L. (1992). A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4379

Chicago Manual of Style (16th Edition):

Lu, Lina. “A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom.” 1992. Masters Thesis, Portland State University. Accessed November 15, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4379.

MLA Handbook (7th Edition):

Lu, Lina. “A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom.” 1992. Web. 15 Nov 2019.

Vancouver:

Lu L. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. [Internet] [Masters thesis]. Portland State University; 1992. [cited 2019 Nov 15]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4379.

Council of Science Editors:

Lu L. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. [Masters Thesis]. Portland State University; 1992. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4379

24. Schmidgall, Jonathan Edgar. Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain.

Degree: Applied Linguistics, 2013, UCLA

 Research suggests that listener perceptions of a speaker's oral language use, or a speaker's comprehensibility, may be influenced by a variety of speaker-, listener-, and… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; Education policy; Comprehensibility; Intelligibility; International teaching assistants; Language assessment; Oral proficiency; Structural equation modeling

…28 2.4 Teaching effectiveness… …29 2.4.1 Components of teaching effectiveness… …30 2.4.2 Dimensionality of teaching effectiveness scales… …42 3.2.1 Speakers (international graduate students)… …45 3.2.3.2 Raters of teaching effectiveness… 

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APA (6th Edition):

Schmidgall, J. E. (2013). Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/58g6k6zg

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):

Schmidgall, Jonathan Edgar. “Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain.” 2013. Thesis, UCLA. Accessed November 15, 2019. http://www.escholarship.org/uc/item/58g6k6zg.

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

MLA Handbook (7th Edition):

Schmidgall, Jonathan Edgar. “Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain.” 2013. Web. 15 Nov 2019.

Vancouver:

Schmidgall JE. Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Nov 15]. Available from: http://www.escholarship.org/uc/item/58g6k6zg.

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

Council of Science Editors:

Schmidgall JE. Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/58g6k6zg

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

25. Ingels, Sue A. The effects of self-monitoring strategy use on the pronunciation of learners of English.

Degree: PhD, 0210, 2011, University of Illinois – Urbana-Champaign

 Language learning strategy (LLS) research has provided a large body of evidence for the effectiveness of strategy-based instruction (SBI), though the evidence is very limited… (more)

Subjects/Keywords: English pronunciation; language learner strategies; L2 suprasegmentals; international teaching assistants; second language acquisition; L2 phonological acquisition; transcription; rehearsal; self-monitoring; pronunciation pedagogy; Second Language (L2)

…94 Chapter 4 Course Description: English Pronunciation for International Teaching… …Teaching Learners to Use Pronunciation Self-Monitoring Strategies................... 23… …Assistants… …138 Chapter 7 Discussion of Results, Limitations, and Implications for Teaching and Future… …multiword construction stress. The teaching context was an intact graduate-level ESL pronunciation… 

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APA (6th Edition):

Ingels, S. A. (2011). The effects of self-monitoring strategy use on the pronunciation of learners of English. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26259

Chicago Manual of Style (16th Edition):

Ingels, Sue A. “The effects of self-monitoring strategy use on the pronunciation of learners of English.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 15, 2019. http://hdl.handle.net/2142/26259.

MLA Handbook (7th Edition):

Ingels, Sue A. “The effects of self-monitoring strategy use on the pronunciation of learners of English.” 2011. Web. 15 Nov 2019.

Vancouver:

Ingels SA. The effects of self-monitoring strategy use on the pronunciation of learners of English. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2142/26259.

Council of Science Editors:

Ingels SA. The effects of self-monitoring strategy use on the pronunciation of learners of English. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26259

.