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

Level: dissertation

You searched for subject:(Language Development). Showing records 1 – 17 of 17 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


College of William and Mary

1. Miller, Sara Elizabeth. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.

Degree: Doctor of Education (EdD), Education, 2010, College of William and Mary

 The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact… (more)

Subjects/Keywords: Language and Literacy Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miller, S. E. (2010). Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618619

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):

Miller, Sara Elizabeth. “Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.” 2010. Thesis, College of William and Mary. Accessed July 16, 2019. https://scholarworks.wm.edu/etd/1539618619.

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

MLA Handbook (7th Edition):

Miller, Sara Elizabeth. “Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.” 2010. Web. 16 Jul 2019.

Vancouver:

Miller SE. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. [Internet] [Thesis]. College of William and Mary; 2010. [cited 2019 Jul 16]. Available from: https://scholarworks.wm.edu/etd/1539618619.

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

Council of Science Editors:

Miller SE. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. [Thesis]. College of William and Mary; 2010. Available from: https://scholarworks.wm.edu/etd/1539618619

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

2. Forasiepi, Cinzia. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2011, University of San Francisco

  The increased percentage of immigrant children in the public school system in the United States has challenged schools to provide adequate academic language instruction… (more)

Subjects/Keywords: academic; education; language; space; teacher; third; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Forasiepi, C. (2011). Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/20

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):

Forasiepi, Cinzia. “Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.” 2011. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/20.

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

MLA Handbook (7th Edition):

Forasiepi, Cinzia. “Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.” 2011. Web. 16 Jul 2019.

Vancouver:

Forasiepi C. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/20.

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

Council of Science Editors:

Forasiepi C. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/20

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

3. Ozimek, Sandy. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  This paper examined the development and implementation of a small Illinois school district’s English Language Learner policy, which advocated for the use of a… (more)

Subjects/Keywords: English Language Learner (ELL) policy; policy development; Illinois; policy advocacy; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ozimek, S. (2014). ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/pa/3

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):

Ozimek, Sandy. “ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.” 2014. Thesis, National-Louis University. Accessed July 16, 2019. http://digitalcommons.nl.edu/pa/3.

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

MLA Handbook (7th Edition):

Ozimek, Sandy. “ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS.” 2014. Web. 16 Jul 2019.

Vancouver:

Ozimek S. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. [Internet] [Thesis]. National-Louis University; 2014. [cited 2019 Jul 16]. Available from: http://digitalcommons.nl.edu/pa/3.

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

Council of Science Editors:

Ozimek S. ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS. [Thesis]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/pa/3

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


West Virginia University

4. Boayue, Fannie L. Teachers' views of the impact of the Good Start, Grow Smart Early Childhood Initiative on Head Start programs in a western Maryland community.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2003, West Virginia University

 As the call for accountability increased, President George W. Bush signed into law the No Child Left Behind Act in January 2002 to reform the… (more)

Subjects/Keywords: Curriculum development; Language; Early childhood education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boayue, F. L. (2003). Teachers' views of the impact of the Good Start, Grow Smart Early Childhood Initiative on Head Start programs in a western Maryland community. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2529

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):

Boayue, Fannie L. “Teachers' views of the impact of the Good Start, Grow Smart Early Childhood Initiative on Head Start programs in a western Maryland community.” 2003. Thesis, West Virginia University. Accessed July 16, 2019. https://researchrepository.wvu.edu/etd/2529.

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

MLA Handbook (7th Edition):

Boayue, Fannie L. “Teachers' views of the impact of the Good Start, Grow Smart Early Childhood Initiative on Head Start programs in a western Maryland community.” 2003. Web. 16 Jul 2019.

Vancouver:

Boayue FL. Teachers' views of the impact of the Good Start, Grow Smart Early Childhood Initiative on Head Start programs in a western Maryland community. [Internet] [Thesis]. West Virginia University; 2003. [cited 2019 Jul 16]. Available from: https://researchrepository.wvu.edu/etd/2529.

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

Council of Science Editors:

Boayue FL. Teachers' views of the impact of the Good Start, Grow Smart Early Childhood Initiative on Head Start programs in a western Maryland community. [Thesis]. West Virginia University; 2003. Available from: https://researchrepository.wvu.edu/etd/2529

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

5. Wang, Qi. Relative importance of anxiety and motivational variables in predicting language achievement for college learners of Chinese.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  The growing worldwide enthusiasm in learning Chinese calls for more research on learner characteristics in Chinese classrooms to better inform teaching practice. Language anxiety,… (more)

Subjects/Keywords: anxiety; Chinese; College; language achievement; motivation; Bilingual, Multilingual, and Multicultural Education; Educational Psychology; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wang, Q. (2017). Relative importance of anxiety and motivational variables in predicting language achievement for college learners of Chinese. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/416

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):

Wang, Qi. “Relative importance of anxiety and motivational variables in predicting language achievement for college learners of Chinese.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/416.

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

MLA Handbook (7th Edition):

Wang, Qi. “Relative importance of anxiety and motivational variables in predicting language achievement for college learners of Chinese.” 2017. Web. 16 Jul 2019.

Vancouver:

Wang Q. Relative importance of anxiety and motivational variables in predicting language achievement for college learners of Chinese. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/416.

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

Council of Science Editors:

Wang Q. Relative importance of anxiety and motivational variables in predicting language achievement for college learners of Chinese. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/416

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


Indiana University of Pennsylvania

6. Woods, Phillip K. Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching… (more)

Subjects/Keywords: Co-teaching; English and Language Arts; Inclusion; Secondary Education; Secondary Education; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Woods, P. K. (2017). Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1473

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):

Woods, Phillip K. “Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania.” 2017. Thesis, Indiana University of Pennsylvania. Accessed July 16, 2019. https://knowledge.library.iup.edu/etd/1473.

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

MLA Handbook (7th Edition):

Woods, Phillip K. “Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania.” 2017. Web. 16 Jul 2019.

Vancouver:

Woods PK. Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Jul 16]. Available from: https://knowledge.library.iup.edu/etd/1473.

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

Council of Science Editors:

Woods PK. Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1473

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

7. Terrell, LaTrenda. Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design.

Degree: Doctor of Education in Educational Leadership, Education, 2017, California State University – San Bernardino

  Poverty is known to affect many areas of life for poor children, particularly young children’s language development. To address language development issues as well… (more)

Subjects/Keywords: Language Modeling; Language Development; Early Childhood Education; Professional Development; Coaching; Early Childhood Education; Education

…11 Disparities in Language Development Between Poor Children and More Affluent Peers… …15 Poverty and Young Children’s Language Development ................ 20 The Need for Early… …children, particularly young children’s language development (Dickinson & Tabors, 2002; Hart… …and shelter takes precedence over setting a good foundation for language development. This… …disadvantage in language development escalates as children progress through school and life (… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Terrell, L. (2017). Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/590

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):

Terrell, LaTrenda. “Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design.” 2017. Thesis, California State University – San Bernardino. Accessed July 16, 2019. http://scholarworks.lib.csusb.edu/etd/590.

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

MLA Handbook (7th Edition):

Terrell, LaTrenda. “Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design.” 2017. Web. 16 Jul 2019.

Vancouver:

Terrell L. Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Jul 16]. Available from: http://scholarworks.lib.csusb.edu/etd/590.

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

Council of Science Editors:

Terrell L. Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/590

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

8. Rouhizadeh, Masoud. Computational analysis of language use in autism.

Degree: Ph.d., 2015, Oregon Health Sciences University

Subjects/Keywords: Natural Language Processing; Pervasive Child Development Disorders; Semantics; Linguistics; Communication Sciences and Disorders

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rouhizadeh, M. (2015). Computational analysis of language use in autism. (Thesis). Oregon Health Sciences University. Retrieved from doi:10.6083/M4H70DS5 ; http://digitalcommons.ohsu.edu/etd/3732

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):

Rouhizadeh, Masoud. “Computational analysis of language use in autism.” 2015. Thesis, Oregon Health Sciences University. Accessed July 16, 2019. doi:10.6083/M4H70DS5 ; http://digitalcommons.ohsu.edu/etd/3732.

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

MLA Handbook (7th Edition):

Rouhizadeh, Masoud. “Computational analysis of language use in autism.” 2015. Web. 16 Jul 2019.

Vancouver:

Rouhizadeh M. Computational analysis of language use in autism. [Internet] [Thesis]. Oregon Health Sciences University; 2015. [cited 2019 Jul 16]. Available from: doi:10.6083/M4H70DS5 ; http://digitalcommons.ohsu.edu/etd/3732.

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

Council of Science Editors:

Rouhizadeh M. Computational analysis of language use in autism. [Thesis]. Oregon Health Sciences University; 2015. Available from: doi:10.6083/M4H70DS5 ; http://digitalcommons.ohsu.edu/etd/3732

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

9. Ekici, Didem. Developing Intercultural Competence Through Online English Language Teaching.

Degree: Doctor of Education (EdD), 2018, University of San Francisco

  With an increasing number of refugees and immigrants in European and American classrooms, teachers need to be prepared to meet their varied and complex… (more)

Subjects/Keywords: English as a second language; Intercultural Competence; Online teaching/tutoring; teacher training; TESOL pre-service teachers; war regions; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ekici, D. (2018). Developing Intercultural Competence Through Online English Language Teaching. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/474

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):

Ekici, Didem. “Developing Intercultural Competence Through Online English Language Teaching.” 2018. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/474.

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

MLA Handbook (7th Edition):

Ekici, Didem. “Developing Intercultural Competence Through Online English Language Teaching.” 2018. Web. 16 Jul 2019.

Vancouver:

Ekici D. Developing Intercultural Competence Through Online English Language Teaching. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/474.

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

Council of Science Editors:

Ekici D. Developing Intercultural Competence Through Online English Language Teaching. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/474

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


College of William and Mary

10. McGowan, Susan. An exploratory study of teachers' critical thinking in elementary language arts classrooms.

Degree: Doctor of Education (EdD), Education, 2007, College of William and Mary

 This exploratory study examined how well elementary language arts teachers participating in a federal project to raise students' critical thinking abilities scored on tests of… (more)

Subjects/Keywords: Elementary Education; Language and Literacy Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McGowan, S. (2007). An exploratory study of teachers' critical thinking in elementary language arts classrooms. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618447

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):

McGowan, Susan. “An exploratory study of teachers' critical thinking in elementary language arts classrooms.” 2007. Thesis, College of William and Mary. Accessed July 16, 2019. https://scholarworks.wm.edu/etd/1539618447.

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

MLA Handbook (7th Edition):

McGowan, Susan. “An exploratory study of teachers' critical thinking in elementary language arts classrooms.” 2007. Web. 16 Jul 2019.

Vancouver:

McGowan S. An exploratory study of teachers' critical thinking in elementary language arts classrooms. [Internet] [Thesis]. College of William and Mary; 2007. [cited 2019 Jul 16]. Available from: https://scholarworks.wm.edu/etd/1539618447.

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

Council of Science Editors:

McGowan S. An exploratory study of teachers' critical thinking in elementary language arts classrooms. [Thesis]. College of William and Mary; 2007. Available from: https://scholarworks.wm.edu/etd/1539618447

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

11. Jones, Nicole Alissa. Preschool Educators' Perceptions of Practice in Facilitating/modeling Oral Language Acquisition and Development.

Degree: Doctor of Education (EdD), Nursing, 2012, Loyola University Chicago

  Preschool educators are linguistic models for their students. They prompt students to speak. Educators who are able to understand the critical nature of their… (more)

Subjects/Keywords: Facilitating/Modeling; Oral Language Acquisition; Oral Language Development; Perceptions of Practice; Preschool Educators; Education

…that have been shown to optimize the children’s language development… …that oral language (oracy) development is a readiness factor for later reading… …deeply influenced by those with whom they communicate in their language development. Language… …increased language development, comprehension of story content, knowledge of story structure, and… …that target language skill development can affect school achievement (Hargrave… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, N. A. (2012). Preschool Educators' Perceptions of Practice in Facilitating/modeling Oral Language Acquisition and Development. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/356

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):

Jones, Nicole Alissa. “Preschool Educators' Perceptions of Practice in Facilitating/modeling Oral Language Acquisition and Development.” 2012. Thesis, Loyola University Chicago. Accessed July 16, 2019. https://ecommons.luc.edu/luc_diss/356.

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

MLA Handbook (7th Edition):

Jones, Nicole Alissa. “Preschool Educators' Perceptions of Practice in Facilitating/modeling Oral Language Acquisition and Development.” 2012. Web. 16 Jul 2019.

Vancouver:

Jones NA. Preschool Educators' Perceptions of Practice in Facilitating/modeling Oral Language Acquisition and Development. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Jul 16]. Available from: https://ecommons.luc.edu/luc_diss/356.

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

Council of Science Editors:

Jones NA. Preschool Educators' Perceptions of Practice in Facilitating/modeling Oral Language Acquisition and Development. [Thesis]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/356

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


College of William and Mary

12. Gregory, Valerie Hastings. A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading.

Degree: Doctor of Education (EdD), Education, 2002, College of William and Mary

 This study investigated principals' and teachers' perceptions about professional development and conditions for change. Specifically, the following research questions were answered: (1) How do principals… (more)

Subjects/Keywords: Educational Administration and Supervision; Elementary Education; Language and Literacy Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gregory, V. H. (2002). A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618328

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):

Gregory, Valerie Hastings. “A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading.” 2002. Thesis, College of William and Mary. Accessed July 16, 2019. https://scholarworks.wm.edu/etd/1539618328.

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

MLA Handbook (7th Edition):

Gregory, Valerie Hastings. “A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading.” 2002. Web. 16 Jul 2019.

Vancouver:

Gregory VH. A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading. [Internet] [Thesis]. College of William and Mary; 2002. [cited 2019 Jul 16]. Available from: https://scholarworks.wm.edu/etd/1539618328.

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

Council of Science Editors:

Gregory VH. A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading. [Thesis]. College of William and Mary; 2002. Available from: https://scholarworks.wm.edu/etd/1539618328

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


North Carolina State University

13. Gerber, Marjorie Lynne. Taking the Plunge: Experiences of In-country Language Immersion by Working Professionals.

Degree: EdD, Adult and Community College Education, 2006, North Carolina State University

 Situated in the social constructivist view of learning that an individual learns from social action and interaction, this qualitative study explores ways in which twelve… (more)

Subjects/Keywords: professional development; cross-cultural competency; qualitative research; experiential learning; social constructivism; language immersion; working professionals; adult learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gerber, M. L. (2006). Taking the Plunge: Experiences of In-country Language Immersion by Working Professionals. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3485

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):

Gerber, Marjorie Lynne. “Taking the Plunge: Experiences of In-country Language Immersion by Working Professionals.” 2006. Thesis, North Carolina State University. Accessed July 16, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3485.

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

MLA Handbook (7th Edition):

Gerber, Marjorie Lynne. “Taking the Plunge: Experiences of In-country Language Immersion by Working Professionals.” 2006. Web. 16 Jul 2019.

Vancouver:

Gerber ML. Taking the Plunge: Experiences of In-country Language Immersion by Working Professionals. [Internet] [Thesis]. North Carolina State University; 2006. [cited 2019 Jul 16]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3485.

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

Council of Science Editors:

Gerber ML. Taking the Plunge: Experiences of In-country Language Immersion by Working Professionals. [Thesis]. North Carolina State University; 2006. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3485

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


California State University – San Bernardino

14. Cadavid, Mauricio. LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2017, California State University – San Bernardino

  The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR)… (more)

Subjects/Keywords: literacy; tutoring; America Reads; instruction; one-to-one tutoring; Curriculum and Instruction; Early Childhood Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Psychology; Elementary Education; Elementary Education and Teaching; Higher Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Language and Literacy Education; Other Teacher Education and Professional Development; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cadavid, M. (2017). LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/464

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):

Cadavid, Mauricio. “LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS.” 2017. Thesis, California State University – San Bernardino. Accessed July 16, 2019. http://scholarworks.lib.csusb.edu/etd/464.

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

MLA Handbook (7th Edition):

Cadavid, Mauricio. “LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS.” 2017. Web. 16 Jul 2019.

Vancouver:

Cadavid M. LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Jul 16]. Available from: http://scholarworks.lib.csusb.edu/etd/464.

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

Council of Science Editors:

Cadavid M. LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/464

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


California State University – San Bernardino

15. Boffa, Joseph W. UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2014, California State University – San Bernardino

  Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear… (more)

Subjects/Keywords: English Language Leaner (EL or ELL); Late-entry English Learner (LEEL); Long Term English Learner (LTEL); Socioeconomically Disadvantaged (SED); Re-designated Fluent English Proficient Students (R-FEPs).; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boffa, J. W. (2014). UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/88

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):

Boffa, Joseph W. “UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT.” 2014. Thesis, California State University – San Bernardino. Accessed July 16, 2019. http://scholarworks.lib.csusb.edu/etd/88.

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

MLA Handbook (7th Edition):

Boffa, Joseph W. “UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT.” 2014. Web. 16 Jul 2019.

Vancouver:

Boffa JW. UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT. [Internet] [Thesis]. California State University – San Bernardino; 2014. [cited 2019 Jul 16]. Available from: http://scholarworks.lib.csusb.edu/etd/88.

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

Council of Science Editors:

Boffa JW. UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT. [Thesis]. California State University – San Bernardino; 2014. Available from: http://scholarworks.lib.csusb.edu/etd/88

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

16. Mandel, Peggy Lee. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the… (more)

Subjects/Keywords: academic language; academic text talk; oral language; active learning; multimodal; reading comprehension; science; elementary students; discussion; retelling; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development

…Vocabulary and Language Development …..16 Vocabulary Instruction… …learning emphasizes the social factors and the role of language in cognitive development (… …language are missing this critical step in their academic language development. A recent study by… …book reading are positively related to children’s language development. Beck and McKeown… …ideas to accelerate the development of diverse students’ academic language and comprehension… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mandel, P. L. (2013). The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906

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):

Mandel, Peggy Lee. “The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.” 2013. Thesis, Florida International University. Accessed July 16, 2019. http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906.

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

MLA Handbook (7th Edition):

Mandel, Peggy Lee. “The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.” 2013. Web. 16 Jul 2019.

Vancouver:

Mandel PL. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Jul 16]. Available from: http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906.

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

Council of Science Editors:

Mandel PL. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906

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

17. McIntyre-McCullough, Keisha Simone. Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed… (more)

Subjects/Keywords: British Literature; Post-Colonial Literature; 12th Grade; English; Secondary English Education; Education; Teachers; Curriculum and Instruction; International and Comparative Education; Literature in English, Anglophone outside British Isles and North America; Literature in English, British Isles; Modern Literature; Other English Language and Literature; Secondary Education and Teaching; Teacher Education and Professional Development

…culture. According to Loomba (2005), culture includes language, self-perception… …of using the colonial language to reflect their own angst as the English language has more… …capital. For me there is no other choice. I have been given this language and I intend to use it… …I feel that the English language will be able to carry the weight of my African experience… …colonial language to express his colonized angst and his ancestral heritage. 3 Post-Colonial… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McIntyre-McCullough, K. S. (2013). Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1012 ; 10.25148/etd.FI13120619 ; FI13120619

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):

McIntyre-McCullough, Keisha Simone. “Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms.” 2013. Thesis, Florida International University. Accessed July 16, 2019. http://digitalcommons.fiu.edu/etd/1012 ; 10.25148/etd.FI13120619 ; FI13120619.

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

MLA Handbook (7th Edition):

McIntyre-McCullough, Keisha Simone. “Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms.” 2013. Web. 16 Jul 2019.

Vancouver:

McIntyre-McCullough KS. Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Jul 16]. Available from: http://digitalcommons.fiu.edu/etd/1012 ; 10.25148/etd.FI13120619 ; FI13120619.

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

Council of Science Editors:

McIntyre-McCullough KS. Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1012 ; 10.25148/etd.FI13120619 ; FI13120619

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

.