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You searched for subject:(Language AND Literacy Education). Showing records 1 – 30 of 1858 total matches.

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The Ohio State University

1. Kim, Min Young. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.

Degree: PhD, EDU Teaching and Learning, 2018, The Ohio State University

 This dissertation study aims to theorize an instructional practice which I labeled languaging thinking. Languaging thinking is conceptualized as a social practice in which teachers… (more)

Subjects/Keywords: Education; Language; Literacy

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

APA (6th Edition):

Kim, M. Y. (2018). Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586

Chicago Manual of Style (16th Edition):

Kim, Min Young. “Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.” 2018. Doctoral Dissertation, The Ohio State University. Accessed August 13, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

MLA Handbook (7th Edition):

Kim, Min Young. “Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.” 2018. Web. 13 Aug 2020.

Vancouver:

Kim MY. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Aug 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

Council of Science Editors:

Kim MY. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586


University of Central Florida

2. Grysko, Rebeca. Using Argument as a Bridge Between Literacy and Science: An Intervention Study in a Science Methods Course for Elementary Preservice Teachers.

Degree: 2019, University of Central Florida

 The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary… (more)

Subjects/Keywords: Education; Language and Literacy Education

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APA (6th Edition):

Grysko, R. (2019). Using Argument as a Bridge Between Literacy and Science: An Intervention Study in a Science Methods Course for Elementary Preservice Teachers. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6495

Chicago Manual of Style (16th Edition):

Grysko, Rebeca. “Using Argument as a Bridge Between Literacy and Science: An Intervention Study in a Science Methods Course for Elementary Preservice Teachers.” 2019. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6495.

MLA Handbook (7th Edition):

Grysko, Rebeca. “Using Argument as a Bridge Between Literacy and Science: An Intervention Study in a Science Methods Course for Elementary Preservice Teachers.” 2019. Web. 13 Aug 2020.

Vancouver:

Grysko R. Using Argument as a Bridge Between Literacy and Science: An Intervention Study in a Science Methods Course for Elementary Preservice Teachers. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6495.

Council of Science Editors:

Grysko R. Using Argument as a Bridge Between Literacy and Science: An Intervention Study in a Science Methods Course for Elementary Preservice Teachers. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6495


University of Central Florida

3. Raubaugh, Lauren. Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity.

Degree: 2019, University of Central Florida

 This critical policy analysis and collective case study, informed by ethnographic techniques, involved reviews of twelve Florida school district ESOL policies (included within the 2016-2019… (more)

Subjects/Keywords: Education; Language and Literacy Education

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APA (6th Edition):

Raubaugh, L. (2019). Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6563

Chicago Manual of Style (16th Edition):

Raubaugh, Lauren. “Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity.” 2019. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6563.

MLA Handbook (7th Edition):

Raubaugh, Lauren. “Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity.” 2019. Web. 13 Aug 2020.

Vancouver:

Raubaugh L. Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6563.

Council of Science Editors:

Raubaugh L. Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6563


University of South Carolina

4. Griffith, Babette A. Writing Talk: Examining Dialogue Shared Among Sixth Grade Writers.

Degree: PhD, Educational Studies, 2019, University of South Carolina

  This research investigated how teacher-led and student-led conversations held within writing groups in one sixth grade class helped to support the acquisition of writing… (more)

Subjects/Keywords: Education; Language and Literacy Education

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APA (6th Edition):

Griffith, B. A. (2019). Writing Talk: Examining Dialogue Shared Among Sixth Grade Writers. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5614

Chicago Manual of Style (16th Edition):

Griffith, Babette A. “Writing Talk: Examining Dialogue Shared Among Sixth Grade Writers.” 2019. Doctoral Dissertation, University of South Carolina. Accessed August 13, 2020. https://scholarcommons.sc.edu/etd/5614.

MLA Handbook (7th Edition):

Griffith, Babette A. “Writing Talk: Examining Dialogue Shared Among Sixth Grade Writers.” 2019. Web. 13 Aug 2020.

Vancouver:

Griffith BA. Writing Talk: Examining Dialogue Shared Among Sixth Grade Writers. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2020 Aug 13]. Available from: https://scholarcommons.sc.edu/etd/5614.

Council of Science Editors:

Griffith BA. Writing Talk: Examining Dialogue Shared Among Sixth Grade Writers. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5614


College of William and Mary

5. Chalfant, Charles Garrett. Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations.

Degree: Doctor of Education (EdD), Education, 2019, College of William and Mary

 Students who struggle to read at an early age are likely to continue struggling for not only the rest of their schooling, but the rest… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Chalfant, C. G. (2019). Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898786

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):

Chalfant, Charles Garrett. “Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations.” 2019. Thesis, College of William and Mary. Accessed August 13, 2020. https://scholarworks.wm.edu/etd/1563898786.

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

MLA Handbook (7th Edition):

Chalfant, Charles Garrett. “Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations.” 2019. Web. 13 Aug 2020.

Vancouver:

Chalfant CG. Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2020 Aug 13]. Available from: https://scholarworks.wm.edu/etd/1563898786.

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

Council of Science Editors:

Chalfant CG. Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898786

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


College of William and Mary

6. Daddario, Michael J. A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School.

Degree: Doctor of Education (EdD), Education, 2019, College of William and Mary

 Educational success and attainment, and individual sustainability depend on reading ability. School leaders, especially at the elementary and primary level, have great responsibility ensuring student… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Daddario, M. J. (2019). A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582641523

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):

Daddario, Michael J. “A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School.” 2019. Thesis, College of William and Mary. Accessed August 13, 2020. https://scholarworks.wm.edu/etd/1582641523.

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

MLA Handbook (7th Edition):

Daddario, Michael J. “A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School.” 2019. Web. 13 Aug 2020.

Vancouver:

Daddario MJ. A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2020 Aug 13]. Available from: https://scholarworks.wm.edu/etd/1582641523.

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

Council of Science Editors:

Daddario MJ. A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1582641523

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

7. Jury, Sue. An Exploration of a Variation of Achievement.

Degree: Doctor of Education (EdD), 2018, Australian Catholic University

  In 2006, the Programme for International Student Assessment (PISA) identified New Zealand as not only having some of the highest levels of achievement in… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Jury, S. (2018). An Exploration of a Variation of Achievement. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/724

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):

Jury, Sue. “An Exploration of a Variation of Achievement.” 2018. Thesis, Australian Catholic University. Accessed August 13, 2020. https://researchbank.acu.edu.au/theses/724.

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

MLA Handbook (7th Edition):

Jury, Sue. “An Exploration of a Variation of Achievement.” 2018. Web. 13 Aug 2020.

Vancouver:

Jury S. An Exploration of a Variation of Achievement. [Internet] [Thesis]. Australian Catholic University; 2018. [cited 2020 Aug 13]. Available from: https://researchbank.acu.edu.au/theses/724.

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

Council of Science Editors:

Jury S. An Exploration of a Variation of Achievement. [Thesis]. Australian Catholic University; 2018. Available from: https://researchbank.acu.edu.au/theses/724

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


Kent State University

8. Aljasser, Amal. NEW LITERACIES AND ESL TEACHERS: A CASE STUDY.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2018, Kent State University

 The purpose of this qualitative study was to understand how English as Second Language (ESL) instructors perceived and implemented new literacies in their pedagogical contexts.… (more)

Subjects/Keywords: Bilingual Education; Language; Literacy; Teaching

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APA (6th Edition):

Aljasser, A. (2018). NEW LITERACIES AND ESL TEACHERS: A CASE STUDY. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1526820763165475

Chicago Manual of Style (16th Edition):

Aljasser, Amal. “NEW LITERACIES AND ESL TEACHERS: A CASE STUDY.” 2018. Doctoral Dissertation, Kent State University. Accessed August 13, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1526820763165475.

MLA Handbook (7th Edition):

Aljasser, Amal. “NEW LITERACIES AND ESL TEACHERS: A CASE STUDY.” 2018. Web. 13 Aug 2020.

Vancouver:

Aljasser A. NEW LITERACIES AND ESL TEACHERS: A CASE STUDY. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2020 Aug 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1526820763165475.

Council of Science Editors:

Aljasser A. NEW LITERACIES AND ESL TEACHERS: A CASE STUDY. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1526820763165475


University of Central Florida

9. Bello, Paula. A Hermeneutic Study of Secondary English Language Arts Teacher Candidates' Writing Instruction Experiences in ESOL Methods Courses.

Degree: 2016, University of Central Florida

 The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Bello, P. (2016). A Hermeneutic Study of Secondary English Language Arts Teacher Candidates' Writing Instruction Experiences in ESOL Methods Courses. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5442

Chicago Manual of Style (16th Edition):

Bello, Paula. “A Hermeneutic Study of Secondary English Language Arts Teacher Candidates' Writing Instruction Experiences in ESOL Methods Courses.” 2016. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5442.

MLA Handbook (7th Edition):

Bello, Paula. “A Hermeneutic Study of Secondary English Language Arts Teacher Candidates' Writing Instruction Experiences in ESOL Methods Courses.” 2016. Web. 13 Aug 2020.

Vancouver:

Bello P. A Hermeneutic Study of Secondary English Language Arts Teacher Candidates' Writing Instruction Experiences in ESOL Methods Courses. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5442.

Council of Science Editors:

Bello P. A Hermeneutic Study of Secondary English Language Arts Teacher Candidates' Writing Instruction Experiences in ESOL Methods Courses. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5442


University of Central Florida

10. Webb, Chloe. Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.

Degree: 2018, University of Central Florida

 The motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Webb, C. (2018). Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5858

Chicago Manual of Style (16th Edition):

Webb, Chloe. “Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.” 2018. Masters Thesis, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5858.

MLA Handbook (7th Edition):

Webb, Chloe. “Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.” 2018. Web. 13 Aug 2020.

Vancouver:

Webb C. Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read. [Internet] [Masters thesis]. University of Central Florida; 2018. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5858.

Council of Science Editors:

Webb C. Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read. [Masters Thesis]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5858


University of Central Florida

11. Qahtani, Bushra. The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers.

Degree: 2017, University of Central Florida

 Due to the variety and complexity of verb tenses in English, English as a Second Language (ESL) / English as a Foreign Language (EFL) learners… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Qahtani, B. (2017). The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6097

Chicago Manual of Style (16th Edition):

Qahtani, Bushra. “The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers.” 2017. Masters Thesis, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6097.

MLA Handbook (7th Edition):

Qahtani, Bushra. “The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers.” 2017. Web. 13 Aug 2020.

Vancouver:

Qahtani B. The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers. [Internet] [Masters thesis]. University of Central Florida; 2017. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6097.

Council of Science Editors:

Qahtani B. The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers. [Masters Thesis]. University of Central Florida; 2017. Available from: https://stars.library.ucf.edu/etd/6097


University of Central Florida

12. Yan, Ting. Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.

Degree: 2017, University of Central Florida

 Peer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Yan, T. (2017). Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5548

Chicago Manual of Style (16th Edition):

Yan, Ting. “Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.” 2017. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5548.

MLA Handbook (7th Edition):

Yan, Ting. “Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.” 2017. Web. 13 Aug 2020.

Vancouver:

Yan T. Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5548.

Council of Science Editors:

Yan T. Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: https://stars.library.ucf.edu/etd/5548


University of Central Florida

13. Moreb, Basma. The Frequency of the Passive Voice in Freshman Academic Books.

Degree: 2016, University of Central Florida

 The use of passive voice has long been an area of difficulty for English learners. Celce-Murcia & Larsen-Freeman (2015) noted that it is learning when… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Moreb, B. (2016). The Frequency of the Passive Voice in Freshman Academic Books. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5429

Chicago Manual of Style (16th Edition):

Moreb, Basma. “The Frequency of the Passive Voice in Freshman Academic Books.” 2016. Masters Thesis, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5429.

MLA Handbook (7th Edition):

Moreb, Basma. “The Frequency of the Passive Voice in Freshman Academic Books.” 2016. Web. 13 Aug 2020.

Vancouver:

Moreb B. The Frequency of the Passive Voice in Freshman Academic Books. [Internet] [Masters thesis]. University of Central Florida; 2016. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5429.

Council of Science Editors:

Moreb B. The Frequency of the Passive Voice in Freshman Academic Books. [Masters Thesis]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5429


University of Central Florida

14. Peker, Hilal. Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.

Degree: 2016, University of Central Florida

 Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Peker, H. (2016). Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5083

Chicago Manual of Style (16th Edition):

Peker, Hilal. “Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.” 2016. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5083.

MLA Handbook (7th Edition):

Peker, Hilal. “Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.” 2016. Web. 13 Aug 2020.

Vancouver:

Peker H. Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5083.

Council of Science Editors:

Peker H. Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5083


University of Central Florida

15. Barzanji, Amal. Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?.

Degree: 2016, University of Central Florida

  The purpose of this study was to investigate the most common writing errors made by undergraduate Saudi students with special focus on the five… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Barzanji, A. (2016). Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4922

Chicago Manual of Style (16th Edition):

Barzanji, Amal. “Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?.” 2016. Masters Thesis, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/4922.

MLA Handbook (7th Edition):

Barzanji, Amal. “Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?.” 2016. Web. 13 Aug 2020.

Vancouver:

Barzanji A. Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?. [Internet] [Masters thesis]. University of Central Florida; 2016. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/4922.

Council of Science Editors:

Barzanji A. Identifying the Most Common Errors in Saudi University Students' Writing: Does the Prompt Matter?. [Masters Thesis]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/4922


University of Central Florida

16. Majeed, Nagham. A Comparative Study of Two Models of Presenting Phrasal Verbs.

Degree: 2019, University of Central Florida

 Learning phrasal verbs (PVs) is of vital importance in both written and spoken English, especially for those English learners who must use English as a… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Majeed, N. (2019). A Comparative Study of Two Models of Presenting Phrasal Verbs. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6724

Chicago Manual of Style (16th Edition):

Majeed, Nagham. “A Comparative Study of Two Models of Presenting Phrasal Verbs.” 2019. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6724.

MLA Handbook (7th Edition):

Majeed, Nagham. “A Comparative Study of Two Models of Presenting Phrasal Verbs.” 2019. Web. 13 Aug 2020.

Vancouver:

Majeed N. A Comparative Study of Two Models of Presenting Phrasal Verbs. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6724.

Council of Science Editors:

Majeed N. A Comparative Study of Two Models of Presenting Phrasal Verbs. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6724


University of Central Florida

17. Luo, Huiyuan. Passive Voice Usage in Undergraduate STEM Textbooks.

Degree: 2018, University of Central Florida

 The present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Luo, H. (2018). Passive Voice Usage in Undergraduate STEM Textbooks. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5894

Chicago Manual of Style (16th Edition):

Luo, Huiyuan. “Passive Voice Usage in Undergraduate STEM Textbooks.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5894.

MLA Handbook (7th Edition):

Luo, Huiyuan. “Passive Voice Usage in Undergraduate STEM Textbooks.” 2018. Web. 13 Aug 2020.

Vancouver:

Luo H. Passive Voice Usage in Undergraduate STEM Textbooks. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5894.

Council of Science Editors:

Luo H. Passive Voice Usage in Undergraduate STEM Textbooks. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5894


University of Central Florida

18. Goussakova, Ekaterina. Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis.

Degree: 2018, University of Central Florida

 In this descriptive linguistic study, the lexico-grammatical complexity of placement and exit English for Academic Purposes (EAP) student writing samples was analyzed using corpus linguistic… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Goussakova, E. (2018). Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5883

Chicago Manual of Style (16th Edition):

Goussakova, Ekaterina. “Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/5883.

MLA Handbook (7th Edition):

Goussakova, Ekaterina. “Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis.” 2018. Web. 13 Aug 2020.

Vancouver:

Goussakova E. Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/5883.

Council of Science Editors:

Goussakova E. Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5883


University of Central Florida

19. Yu, Xiaoli. Analyses and Comparisons of Three Lexical Features in Native and Nonnative Academic English Writing.

Degree: 2018, University of Central Florida

 Built upon the Contrastive Interlanguage Analysis (CIA) framework, this corpus-based research analyzes three lexical features (lexical diversity, lexical sophistication, and cohesion) in native and nonnative… (more)

Subjects/Keywords: Language and Literacy Education

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APA (6th Edition):

Yu, X. (2018). Analyses and Comparisons of Three Lexical Features in Native and Nonnative Academic English Writing. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6061

Chicago Manual of Style (16th Edition):

Yu, Xiaoli. “Analyses and Comparisons of Three Lexical Features in Native and Nonnative Academic English Writing.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6061.

MLA Handbook (7th Edition):

Yu, Xiaoli. “Analyses and Comparisons of Three Lexical Features in Native and Nonnative Academic English Writing.” 2018. Web. 13 Aug 2020.

Vancouver:

Yu X. Analyses and Comparisons of Three Lexical Features in Native and Nonnative Academic English Writing. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6061.

Council of Science Editors:

Yu X. Analyses and Comparisons of Three Lexical Features in Native and Nonnative Academic English Writing. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/6061


University of South Carolina

20. Kimpton, Emily. Determining Support Needed for Implementation of the Balanced Literacy Framework in High School English Classrooms.

Degree: PhD, Educational Studies, 2019, University of South Carolina

  This study used Action Research methods to explore how an English language arts coordinator housed at the district office could employ an administrative model… (more)

Subjects/Keywords: Education; Language and Literacy Education; balanced literacy; literacy coaching

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APA (6th Edition):

Kimpton, E. (2019). Determining Support Needed for Implementation of the Balanced Literacy Framework in High School English Classrooms. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5626

Chicago Manual of Style (16th Edition):

Kimpton, Emily. “Determining Support Needed for Implementation of the Balanced Literacy Framework in High School English Classrooms.” 2019. Doctoral Dissertation, University of South Carolina. Accessed August 13, 2020. https://scholarcommons.sc.edu/etd/5626.

MLA Handbook (7th Edition):

Kimpton, Emily. “Determining Support Needed for Implementation of the Balanced Literacy Framework in High School English Classrooms.” 2019. Web. 13 Aug 2020.

Vancouver:

Kimpton E. Determining Support Needed for Implementation of the Balanced Literacy Framework in High School English Classrooms. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2020 Aug 13]. Available from: https://scholarcommons.sc.edu/etd/5626.

Council of Science Editors:

Kimpton E. Determining Support Needed for Implementation of the Balanced Literacy Framework in High School English Classrooms. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5626


College of William and Mary

21. McDowell, Joyce R. Fostering parental engagement in a rural Title I elementary school.

Degree: Doctor of Education (EdD), Education, 2014, College of William and Mary

 The major purpose of this study was to find out how to encourage Title I family engagement as the school funds were decreasing in the… (more)

Subjects/Keywords: Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

McDowell, J. R. (2014). Fostering parental engagement in a rural Title I elementary school. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618574

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):

McDowell, Joyce R. “Fostering parental engagement in a rural Title I elementary school.” 2014. Thesis, College of William and Mary. Accessed August 13, 2020. https://scholarworks.wm.edu/etd/1539618574.

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

MLA Handbook (7th Edition):

McDowell, Joyce R. “Fostering parental engagement in a rural Title I elementary school.” 2014. Web. 13 Aug 2020.

Vancouver:

McDowell JR. Fostering parental engagement in a rural Title I elementary school. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2020 Aug 13]. Available from: https://scholarworks.wm.edu/etd/1539618574.

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

Council of Science Editors:

McDowell JR. Fostering parental engagement in a rural Title I elementary school. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618574

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


UCLA

22. Rodriguez, Gloria Beatriz. Writing Names, Reading Hip Hop: Children (re)Mixing and (re)Making Language, Literacy, and Learning Through the Hip Hop Cultural Naming Practices and Pedagogies of StyleWriting.

Degree: Education, 2016, UCLA

 Writing Names, Reading Hip Hop reports on the cultural naming practices and pedagogies of the Beats Club, an experimental Language and Literacy(ies) program for children… (more)

Subjects/Keywords: Education; Education; Hip Hop; Language; Literacy

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APA (6th Edition):

Rodriguez, G. B. (2016). Writing Names, Reading Hip Hop: Children (re)Mixing and (re)Making Language, Literacy, and Learning Through the Hip Hop Cultural Naming Practices and Pedagogies of StyleWriting. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/67h731xj

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):

Rodriguez, Gloria Beatriz. “Writing Names, Reading Hip Hop: Children (re)Mixing and (re)Making Language, Literacy, and Learning Through the Hip Hop Cultural Naming Practices and Pedagogies of StyleWriting.” 2016. Thesis, UCLA. Accessed August 13, 2020. http://www.escholarship.org/uc/item/67h731xj.

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

MLA Handbook (7th Edition):

Rodriguez, Gloria Beatriz. “Writing Names, Reading Hip Hop: Children (re)Mixing and (re)Making Language, Literacy, and Learning Through the Hip Hop Cultural Naming Practices and Pedagogies of StyleWriting.” 2016. Web. 13 Aug 2020.

Vancouver:

Rodriguez GB. Writing Names, Reading Hip Hop: Children (re)Mixing and (re)Making Language, Literacy, and Learning Through the Hip Hop Cultural Naming Practices and Pedagogies of StyleWriting. [Internet] [Thesis]. UCLA; 2016. [cited 2020 Aug 13]. Available from: http://www.escholarship.org/uc/item/67h731xj.

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

Council of Science Editors:

Rodriguez GB. Writing Names, Reading Hip Hop: Children (re)Mixing and (re)Making Language, Literacy, and Learning Through the Hip Hop Cultural Naming Practices and Pedagogies of StyleWriting. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/67h731xj

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


University of Central Florida

23. Greuel, Audra. A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.

Degree: 2019, University of Central Florida

 The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes… (more)

Subjects/Keywords: Language and Literacy Education; Secondary Education

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

APA (6th Edition):

Greuel, A. (2019). A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6492

Chicago Manual of Style (16th Edition):

Greuel, Audra. “A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.” 2019. Masters Thesis, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6492.

MLA Handbook (7th Edition):

Greuel, Audra. “A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.” 2019. Web. 13 Aug 2020.

Vancouver:

Greuel A. A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes. [Internet] [Masters thesis]. University of Central Florida; 2019. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6492.

Council of Science Editors:

Greuel A. A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes. [Masters Thesis]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6492


University of Central Florida

24. Austin, Cavel. A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.

Degree: 2019, University of Central Florida

 The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions… (more)

Subjects/Keywords: Language and Literacy Education; Secondary Education

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APA (6th Edition):

Austin, C. (2019). A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6764

Chicago Manual of Style (16th Edition):

Austin, Cavel. “A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.” 2019. Masters Thesis, University of Central Florida. Accessed August 13, 2020. https://stars.library.ucf.edu/etd/6764.

MLA Handbook (7th Edition):

Austin, Cavel. “A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.” 2019. Web. 13 Aug 2020.

Vancouver:

Austin C. A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color. [Internet] [Masters thesis]. University of Central Florida; 2019. [cited 2020 Aug 13]. Available from: https://stars.library.ucf.edu/etd/6764.

Council of Science Editors:

Austin C. A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color. [Masters Thesis]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6764


Eastern Illinois University

25. Covington, Lauren. Analyzing Source Preferences in Student Writing When Integrating Diverse Texts.

Degree: MSEd, 2017, Eastern Illinois University

  This study examined the sources cited by sixth grade who had been exposed to multiple sources pertaining to a historical topic. The purpose of… (more)

Subjects/Keywords: Elementary Education; Language and Literacy Education

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APA (6th Edition):

Covington, L. (2017). Analyzing Source Preferences in Student Writing When Integrating Diverse Texts. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2704

Chicago Manual of Style (16th Edition):

Covington, Lauren. “Analyzing Source Preferences in Student Writing When Integrating Diverse Texts.” 2017. Masters Thesis, Eastern Illinois University. Accessed August 13, 2020. https://thekeep.eiu.edu/theses/2704.

MLA Handbook (7th Edition):

Covington, Lauren. “Analyzing Source Preferences in Student Writing When Integrating Diverse Texts.” 2017. Web. 13 Aug 2020.

Vancouver:

Covington L. Analyzing Source Preferences in Student Writing When Integrating Diverse Texts. [Internet] [Masters thesis]. Eastern Illinois University; 2017. [cited 2020 Aug 13]. Available from: https://thekeep.eiu.edu/theses/2704.

Council of Science Editors:

Covington L. Analyzing Source Preferences in Student Writing When Integrating Diverse Texts. [Masters Thesis]. Eastern Illinois University; 2017. Available from: https://thekeep.eiu.edu/theses/2704

26. Sugioka, Stephanie Kay. Secondary English Teachers' Attitudes Toward disciplinary and Literacy Learning Implications for Pedagogical Praxis and Reform.

Degree: PhD, Teaching and Learning, 2010, Old Dominion University

  The purpose of this study was threefold: (1) to examine the epistemological stances of the two teacher participants, that is, to determine their attitudes… (more)

Subjects/Keywords: Class discussions; English teachers; Literacy; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Sugioka, S. K. (2010). Secondary English Teachers' Attitudes Toward disciplinary and Literacy Learning Implications for Pedagogical Praxis and Reform. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124483603 ; https://digitalcommons.odu.edu/teachinglearning_etds/42

Chicago Manual of Style (16th Edition):

Sugioka, Stephanie Kay. “Secondary English Teachers' Attitudes Toward disciplinary and Literacy Learning Implications for Pedagogical Praxis and Reform.” 2010. Doctoral Dissertation, Old Dominion University. Accessed August 13, 2020. 9781124483603 ; https://digitalcommons.odu.edu/teachinglearning_etds/42.

MLA Handbook (7th Edition):

Sugioka, Stephanie Kay. “Secondary English Teachers' Attitudes Toward disciplinary and Literacy Learning Implications for Pedagogical Praxis and Reform.” 2010. Web. 13 Aug 2020.

Vancouver:

Sugioka SK. Secondary English Teachers' Attitudes Toward disciplinary and Literacy Learning Implications for Pedagogical Praxis and Reform. [Internet] [Doctoral dissertation]. Old Dominion University; 2010. [cited 2020 Aug 13]. Available from: 9781124483603 ; https://digitalcommons.odu.edu/teachinglearning_etds/42.

Council of Science Editors:

Sugioka SK. Secondary English Teachers' Attitudes Toward disciplinary and Literacy Learning Implications for Pedagogical Praxis and Reform. [Doctoral Dissertation]. Old Dominion University; 2010. Available from: 9781124483603 ; https://digitalcommons.odu.edu/teachinglearning_etds/42

27. Knutsen, Susan Marie. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.

Degree: 2018, Seattle Pacific University

 This study sought to determine whether a book provision intervention delivered to low-income mothers participating in the Nurse-Family Partnership had an effect on family shared… (more)

Subjects/Keywords: literacy interventions; family literacy interventions; early literacy; literacy; shared book reading; Early Childhood Education; Language and Literacy Education

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APA (6th Edition):

Knutsen, S. M. (2018). The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/42

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):

Knutsen, Susan Marie. “The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.” 2018. Thesis, Seattle Pacific University. Accessed August 13, 2020. https://digitalcommons.spu.edu/soe_etd/42.

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

MLA Handbook (7th Edition):

Knutsen, Susan Marie. “The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.” 2018. Web. 13 Aug 2020.

Vancouver:

Knutsen SM. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2020 Aug 13]. Available from: https://digitalcommons.spu.edu/soe_etd/42.

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

Council of Science Editors:

Knutsen SM. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/42

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

28. Godfrey, James B. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

  Facets of emergent literacy such as phonological awareness (PA) and alphabet knowledge (AK) are precursors to later conventional literacy (Dockrell, Stuart & King, 2010;… (more)

Subjects/Keywords: Emergent literacy; Interactive Reading Techniques; Literacy; Reading; Early Childhood Education; Language and Literacy Education

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APA (6th Edition):

Godfrey, J. B. (2014). Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1

Chicago Manual of Style (16th Edition):

Godfrey, James B. “Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.” 2014. Doctoral Dissertation, Old Dominion University. Accessed August 13, 2020. 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1.

MLA Handbook (7th Edition):

Godfrey, James B. “Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.” 2014. Web. 13 Aug 2020.

Vancouver:

Godfrey JB. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Aug 13]. Available from: 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1.

Council of Science Editors:

Godfrey JB. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1


Iowa State University

29. Barlow, Wendy A. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.

Degree: 2019, Iowa State University

 During the past decade, literacy education has shifted from generalized reading strategies to instruction that pays particular attention to the ways in which members of… (more)

Subjects/Keywords: agency; critical disciplinary literacy; critical literacy; disciplinary literacy; English Language Arts; secondary education; Education

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APA (6th Edition):

Barlow, W. A. (2019). Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17397

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):

Barlow, Wendy A. “Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.” 2019. Thesis, Iowa State University. Accessed August 13, 2020. https://lib.dr.iastate.edu/etd/17397.

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

MLA Handbook (7th Edition):

Barlow, Wendy A. “Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.” 2019. Web. 13 Aug 2020.

Vancouver:

Barlow WA. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. [Internet] [Thesis]. Iowa State University; 2019. [cited 2020 Aug 13]. Available from: https://lib.dr.iastate.edu/etd/17397.

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

Council of Science Editors:

Barlow WA. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. [Thesis]. Iowa State University; 2019. Available from: https://lib.dr.iastate.edu/etd/17397

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


University of California – Berkeley

30. Bhattacharya, Usree. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.

Degree: Education, 2013, University of California – Berkeley

 This dissertation is a study of English language and literacy in the multilingual Indian context, unfolding along two analytic planes: the first examines institutional discourses… (more)

Subjects/Keywords: Education; discourse; globalization; India; language ideology; literacy

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APA (6th Edition):

Bhattacharya, U. (2013). "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/862751z2

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):

Bhattacharya, Usree. “"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.” 2013. Thesis, University of California – Berkeley. Accessed August 13, 2020. http://www.escholarship.org/uc/item/862751z2.

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

MLA Handbook (7th Edition):

Bhattacharya, Usree. “"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.” 2013. Web. 13 Aug 2020.

Vancouver:

Bhattacharya U. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2020 Aug 13]. Available from: http://www.escholarship.org/uc/item/862751z2.

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

Council of Science Editors:

Bhattacharya U. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/862751z2

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

[1] [2] [3] [4] [5] … [62]

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