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You searched for subject:(Language arts Correlation with content subjects). Showing records 1 – 30 of 99638 total matches.

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Nelson Mandela Metropolitan University

1. Thorne, Rochelle. Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom.

Degree: MEd, Faculty of Education, 2013, Nelson Mandela Metropolitan University

Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both… (more)

Subjects/Keywords: Language arts  – Correlation with content subjects; Science  – Study and teaching (Secondary)

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APA (6th Edition):

Thorne, R. (2013). Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020903

Chicago Manual of Style (16th Edition):

Thorne, Rochelle. “Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom.” 2013. Masters Thesis, Nelson Mandela Metropolitan University. Accessed October 19, 2019. http://hdl.handle.net/10948/d1020903.

MLA Handbook (7th Edition):

Thorne, Rochelle. “Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom.” 2013. Web. 19 Oct 2019.

Vancouver:

Thorne R. Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10948/d1020903.

Council of Science Editors:

Thorne R. Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom. [Masters Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1020903


University of Hong Kong

2. Ho, Man-bo. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.

Degree: EdD, 2017, University of Hong Kong

Studies on critical gender and sexual curriculum have been conducted in Western countries in the past three decades. However, such research is still at the… (more)

Subjects/Keywords: Sexual minorities in higher education; Language and languages - Study and teaching (Higher); Language arts (Higher) - Correlation with content subjects

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APA (6th Edition):

Ho, M. (2017). Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252077

Chicago Manual of Style (16th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed October 19, 2019. http://hdl.handle.net/10722/252077.

MLA Handbook (7th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Web. 19 Oct 2019.

Vancouver:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10722/252077.

Council of Science Editors:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252077


University of Hong Kong

3. 梁仲賢; Leung, Chung-yin, Patrick. Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school.

Degree: MAin Applied, 2013, University of Hong Kong

With the implementation of the fine-tuned medium of instruction policy in Hong Kong in September 2010, the era of compulsory mother tongue education has come… (more)

Subjects/Keywords: Language arts - Correlation with content subjects - China - Hong Kong; Language and languages - Study and teaching (Secondary) - China - Hong Kong

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APA (6th Edition):

梁仲賢; Leung, Chung-yin, P. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Masters Thesis). University of Hong Kong. Retrieved from Leung, C. P. [梁仲賢]. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094907 ; http://dx.doi.org/10.5353/th_b5094907 ; http://hdl.handle.net/10722/193541

Chicago Manual of Style (16th Edition):

梁仲賢; Leung, Chung-yin, Patrick. “Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school.” 2013. Masters Thesis, University of Hong Kong. Accessed October 19, 2019. Leung, C. P. [梁仲賢]. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094907 ; http://dx.doi.org/10.5353/th_b5094907 ; http://hdl.handle.net/10722/193541.

MLA Handbook (7th Edition):

梁仲賢; Leung, Chung-yin, Patrick. “Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school.” 2013. Web. 19 Oct 2019.

Vancouver:

梁仲賢; Leung, Chung-yin P. Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Oct 19]. Available from: Leung, C. P. [梁仲賢]. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094907 ; http://dx.doi.org/10.5353/th_b5094907 ; http://hdl.handle.net/10722/193541.

Council of Science Editors:

梁仲賢; Leung, Chung-yin P. Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. [Masters Thesis]. University of Hong Kong; 2013. Available from: Leung, C. P. [梁仲賢]. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094907 ; http://dx.doi.org/10.5353/th_b5094907 ; http://hdl.handle.net/10722/193541


University of Johannesburg

4. Seligmann, Judy. Integrating language and subject content in higher education : a pedagogy for course design.

Degree: 2014, University of Johannesburg

D.Litt. et Phil. (Higher Education)

This study investigates the design of a Reading-to-Write programme for students who enter a university with limited literacy competence in… (more)

Subjects/Keywords: Language arts (Higher) - Correlation with content subjects - Research - South Africa; English language - Written English - Study and teaching (Higher) - Research - South Africa

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APA (6th Edition):

Seligmann, J. (2014). Integrating language and subject content in higher education : a pedagogy for course design. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9508

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):

Seligmann, Judy. “Integrating language and subject content in higher education : a pedagogy for course design.” 2014. Thesis, University of Johannesburg. Accessed October 19, 2019. http://hdl.handle.net/10210/9508.

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

MLA Handbook (7th Edition):

Seligmann, Judy. “Integrating language and subject content in higher education : a pedagogy for course design.” 2014. Web. 19 Oct 2019.

Vancouver:

Seligmann J. Integrating language and subject content in higher education : a pedagogy for course design. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10210/9508.

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

Council of Science Editors:

Seligmann J. Integrating language and subject content in higher education : a pedagogy for course design. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9508

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


University of Johannesburg

5. Van der Merwe, Ilze. An evaluation of a writing skills intervention on the performance of first year students in the subject Tourism Development at the University of Johannesburg.

Degree: 2011, University of Johannesburg

M. Ed.

This study was undertaken to evaluate a writing skills intervention so as to establish whether students’ performance in the subject Tourism Development had… (more)

Subjects/Keywords: Language arts correlation with content subjects; Reading comprehension; Literacy study and teaching; Tourism study and teaching

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APA (6th Edition):

Van der Merwe, I. (2011). An evaluation of a writing skills intervention on the performance of first year students in the subject Tourism Development at the University of Johannesburg. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3692

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):

Van der Merwe, Ilze. “An evaluation of a writing skills intervention on the performance of first year students in the subject Tourism Development at the University of Johannesburg.” 2011. Thesis, University of Johannesburg. Accessed October 19, 2019. http://hdl.handle.net/10210/3692.

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

MLA Handbook (7th Edition):

Van der Merwe, Ilze. “An evaluation of a writing skills intervention on the performance of first year students in the subject Tourism Development at the University of Johannesburg.” 2011. Web. 19 Oct 2019.

Vancouver:

Van der Merwe I. An evaluation of a writing skills intervention on the performance of first year students in the subject Tourism Development at the University of Johannesburg. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10210/3692.

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

Council of Science Editors:

Van der Merwe I. An evaluation of a writing skills intervention on the performance of first year students in the subject Tourism Development at the University of Johannesburg. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3692

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


University of British Columbia

6. Low, Marylin Grace. ’Difficulties’ of integrative evaluation practices : instances of language and context as/in contested space(s) .

Degree: 1999, University of British Columbia

 Although language is a medium of learning, most educational institutions typically teach and therefore evaluate language separately from content. In second language contexts, recent attention… (more)

Subjects/Keywords: Educational evaluation; Language arts  – Correlation with content subjects

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APA (6th Edition):

Low, M. G. (1999). ’Difficulties’ of integrative evaluation practices : instances of language and context as/in contested space(s) . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/10001

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):

Low, Marylin Grace. “’Difficulties’ of integrative evaluation practices : instances of language and context as/in contested space(s) .” 1999. Thesis, University of British Columbia. Accessed October 19, 2019. http://hdl.handle.net/2429/10001.

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

MLA Handbook (7th Edition):

Low, Marylin Grace. “’Difficulties’ of integrative evaluation practices : instances of language and context as/in contested space(s) .” 1999. Web. 19 Oct 2019.

Vancouver:

Low MG. ’Difficulties’ of integrative evaluation practices : instances of language and context as/in contested space(s) . [Internet] [Thesis]. University of British Columbia; 1999. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2429/10001.

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

Council of Science Editors:

Low MG. ’Difficulties’ of integrative evaluation practices : instances of language and context as/in contested space(s) . [Thesis]. University of British Columbia; 1999. Available from: http://hdl.handle.net/2429/10001

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


Durban University of Technology

7. Els, Lorraine. The impact of medium of instruction on the learning of computer applications technology in tertiary education.

Degree: 2015, Durban University of Technology

Submitted in compliance with the requirements for the Master’s Degree in Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology. Durban,… (more)

Subjects/Keywords: Second language acquisition; Language arts – Correlation with content subjects; Computer literacy; English language – Study and teaching (Higher) – Zulu speakers; English language – Study and teaching (Higher) – Arabic speakers

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APA (6th Edition):

Els, L. (2015). The impact of medium of instruction on the learning of computer applications technology in tertiary education. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/1436

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):

Els, Lorraine. “The impact of medium of instruction on the learning of computer applications technology in tertiary education.” 2015. Thesis, Durban University of Technology. Accessed October 19, 2019. http://hdl.handle.net/10321/1436.

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

MLA Handbook (7th Edition):

Els, Lorraine. “The impact of medium of instruction on the learning of computer applications technology in tertiary education.” 2015. Web. 19 Oct 2019.

Vancouver:

Els L. The impact of medium of instruction on the learning of computer applications technology in tertiary education. [Internet] [Thesis]. Durban University of Technology; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10321/1436.

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

Council of Science Editors:

Els L. The impact of medium of instruction on the learning of computer applications technology in tertiary education. [Thesis]. Durban University of Technology; 2015. Available from: http://hdl.handle.net/10321/1436

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


University of Alberta

8. Fahlman, Cameron C. Portable word processors and grade 8 writing: an exploratory case study.

Degree: MEd, Department of Secondary Education, 1993, University of Alberta

Subjects/Keywords: Language arts (Secondary); Language arts – Correlation with content subjects.; Word processing in education.

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APA (6th Edition):

Fahlman, C. C. (1993). Portable word processors and grade 8 writing: an exploratory case study. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/jd472z30m

Chicago Manual of Style (16th Edition):

Fahlman, Cameron C. “Portable word processors and grade 8 writing: an exploratory case study.” 1993. Masters Thesis, University of Alberta. Accessed October 19, 2019. https://era.library.ualberta.ca/files/jd472z30m.

MLA Handbook (7th Edition):

Fahlman, Cameron C. “Portable word processors and grade 8 writing: an exploratory case study.” 1993. Web. 19 Oct 2019.

Vancouver:

Fahlman CC. Portable word processors and grade 8 writing: an exploratory case study. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2019 Oct 19]. Available from: https://era.library.ualberta.ca/files/jd472z30m.

Council of Science Editors:

Fahlman CC. Portable word processors and grade 8 writing: an exploratory case study. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/jd472z30m


University of Alberta

9. Ozdoba, Ann M. Writing to learn, science journals in year one.

Degree: MEd, Department of Elementary Education, 1992, University of Alberta

Subjects/Keywords: Language arts – Correlation with content subjects.; Science – Study and teaching (Elementary)

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APA (6th Edition):

Ozdoba, A. M. (1992). Writing to learn, science journals in year one. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ns064804h

Chicago Manual of Style (16th Edition):

Ozdoba, Ann M. “Writing to learn, science journals in year one.” 1992. Masters Thesis, University of Alberta. Accessed October 19, 2019. https://era.library.ualberta.ca/files/ns064804h.

MLA Handbook (7th Edition):

Ozdoba, Ann M. “Writing to learn, science journals in year one.” 1992. Web. 19 Oct 2019.

Vancouver:

Ozdoba AM. Writing to learn, science journals in year one. [Internet] [Masters thesis]. University of Alberta; 1992. [cited 2019 Oct 19]. Available from: https://era.library.ualberta.ca/files/ns064804h.

Council of Science Editors:

Ozdoba AM. Writing to learn, science journals in year one. [Masters Thesis]. University of Alberta; 1992. Available from: https://era.library.ualberta.ca/files/ns064804h


Florida Atlantic University

10. DiLorenzo, Kim E. The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.

Degree: EdD, 2010, Florida Atlantic University

Summary: Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to… (more)

Subjects/Keywords: Science – Study and teaching (Elementary); Thought and thinking – Study and teaching (Elementary); Language arts (Elementary) – Correlation with content subjects; Inquiry-based learning; Cognitive learning; Academic achievement; Interdisciplinary approach in education

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APA (6th Edition):

DiLorenzo, K. E. (2010). The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/2975244

Chicago Manual of Style (16th Edition):

DiLorenzo, Kim E. “The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.” 2010. Doctoral Dissertation, Florida Atlantic University. Accessed October 19, 2019. http://purl.flvc.org/FAU/2975244.

MLA Handbook (7th Edition):

DiLorenzo, Kim E. “The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.” 2010. Web. 19 Oct 2019.

Vancouver:

DiLorenzo KE. The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2010. [cited 2019 Oct 19]. Available from: http://purl.flvc.org/FAU/2975244.

Council of Science Editors:

DiLorenzo KE. The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes. [Doctoral Dissertation]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/2975244


California State University – San Bernardino

11. Miller, Robert John. An innovative approach to grammar instruction in the high school language arts classroom.

Degree: MAin Education, Education, 2007, California State University – San Bernardino

 The purpose of this study was to compare the effects on student writing of two separate approaches to teaching grammar - one traditional, and one… (more)

Subjects/Keywords: Language arts Correlation with content subjects; Composition (Language arts); Interdisciplinary approach in education; Curriculum planning; Composition (Language arts); Curriculum planning; Interdisciplinary approach in education; Language arts Correlation with content subjects.; Education; Reading and Language

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

APA (6th Edition):

Miller, R. J. (2007). An innovative approach to grammar instruction in the high school language arts classroom. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3131

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, Robert John. “An innovative approach to grammar instruction in the high school language arts classroom.” 2007. Thesis, California State University – San Bernardino. Accessed October 19, 2019. https://scholarworks.lib.csusb.edu/etd-project/3131.

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

MLA Handbook (7th Edition):

Miller, Robert John. “An innovative approach to grammar instruction in the high school language arts classroom.” 2007. Web. 19 Oct 2019.

Vancouver:

Miller RJ. An innovative approach to grammar instruction in the high school language arts classroom. [Internet] [Thesis]. California State University – San Bernardino; 2007. [cited 2019 Oct 19]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3131.

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

Council of Science Editors:

Miller RJ. An innovative approach to grammar instruction in the high school language arts classroom. [Thesis]. California State University – San Bernardino; 2007. Available from: https://scholarworks.lib.csusb.edu/etd-project/3131

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


Rutgers University

12. McGriff, Mary Crawford. ELL-focused content area professional learning in a community of practice: capturing perspectives and meeting needs.

Degree: Literacy Education, 2010, Rutgers University

Subjects/Keywords: English language – Acquisition; English language – Study and teaching (Elementary) – Foreign speakers; Language arts – Correlation with content subjects

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APA (6th Edition):

McGriff, M. C. (2010). ELL-focused content area professional learning in a community of practice: capturing perspectives and meeting needs. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000055921

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):

McGriff, Mary Crawford. “ELL-focused content area professional learning in a community of practice: capturing perspectives and meeting needs.” 2010. Thesis, Rutgers University. Accessed October 19, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000055921.

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

MLA Handbook (7th Edition):

McGriff, Mary Crawford. “ELL-focused content area professional learning in a community of practice: capturing perspectives and meeting needs.” 2010. Web. 19 Oct 2019.

Vancouver:

McGriff MC. ELL-focused content area professional learning in a community of practice: capturing perspectives and meeting needs. [Internet] [Thesis]. Rutgers University; 2010. [cited 2019 Oct 19]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000055921.

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

Council of Science Editors:

McGriff MC. ELL-focused content area professional learning in a community of practice: capturing perspectives and meeting needs. [Thesis]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000055921

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


Michigan State University

13. Rittenhouse, Peggy S. (Peggy Sue). Making sense : literacy learning in a first-grade discourse community.

Degree: PhD, Department of Teaching, Curriculum, and Educational Policy, 1998, Michigan State University

Subjects/Keywords: Literacy; Reading (Elementary) – Language experience approach; English language – Composition and exercises – Study and teaching (Elementary); Language arts – Correlation with content subjects

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APA (6th Edition):

Rittenhouse, P. S. (. S. (1998). Making sense : literacy learning in a first-grade discourse community. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27731

Chicago Manual of Style (16th Edition):

Rittenhouse, Peggy S (Peggy Sue). “Making sense : literacy learning in a first-grade discourse community.” 1998. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:27731.

MLA Handbook (7th Edition):

Rittenhouse, Peggy S (Peggy Sue). “Making sense : literacy learning in a first-grade discourse community.” 1998. Web. 19 Oct 2019.

Vancouver:

Rittenhouse PS(S. Making sense : literacy learning in a first-grade discourse community. [Internet] [Doctoral dissertation]. Michigan State University; 1998. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27731.

Council of Science Editors:

Rittenhouse PS(S. Making sense : literacy learning in a first-grade discourse community. [Doctoral Dissertation]. Michigan State University; 1998. Available from: http://etd.lib.msu.edu/islandora/object/etd:27731


Michigan State University

14. Sherby, Mary Ann. The acquisition of disciplinary rhetorical strategies and conventions portraits of two undergraduates.

Degree: PhD, Department of English, 2000, Michigan State University

Subjects/Keywords: English language – Rhetoric; English language – Composition and exercises; Language arts – Correlation with content subjects

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APA (6th Edition):

Sherby, M. A. (2000). The acquisition of disciplinary rhetorical strategies and conventions portraits of two undergraduates. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30562

Chicago Manual of Style (16th Edition):

Sherby, Mary Ann. “The acquisition of disciplinary rhetorical strategies and conventions portraits of two undergraduates.” 2000. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:30562.

MLA Handbook (7th Edition):

Sherby, Mary Ann. “The acquisition of disciplinary rhetorical strategies and conventions portraits of two undergraduates.” 2000. Web. 19 Oct 2019.

Vancouver:

Sherby MA. The acquisition of disciplinary rhetorical strategies and conventions portraits of two undergraduates. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30562.

Council of Science Editors:

Sherby MA. The acquisition of disciplinary rhetorical strategies and conventions portraits of two undergraduates. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30562


Rhodes University

15. Knoetze, Susanna. An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans.

Degree: Faculty of Education, Education, 2015, Rhodes University

 There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – South Africa  – Grahamstown; Language and education  – South Africa  – Grahamstown; Education, Elementary  – Evaluation  – South Africa  – Grahamstown; Mathematics teachers  – Rating  – South Africa  – Grahamstown; Language arts  – Correlation with content subjects  – South Africa  – Grahamstown; Native language and education  – South Africa  – Grahamstown; Second language acquisition; Xhosa language; Afrikaans language

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

APA (6th Edition):

Knoetze, S. (2015). An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1018910

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):

Knoetze, Susanna. “An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans.” 2015. Thesis, Rhodes University. Accessed October 19, 2019. http://hdl.handle.net/10962/d1018910.

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

MLA Handbook (7th Edition):

Knoetze, Susanna. “An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans.” 2015. Web. 19 Oct 2019.

Vancouver:

Knoetze S. An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans. [Internet] [Thesis]. Rhodes University; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10962/d1018910.

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

Council of Science Editors:

Knoetze S. An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1018910

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


Rhodes University

16. Pillay, Lionel Franklin. Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level.

Degree: Faculty of Education, Education, 1989, Rhodes University

 Since in our educational system a great deal of learning is supposedly dependant upon a child's ability to read and assimilate information from textbooks, this… (more)

Subjects/Keywords: Content area reading; Language arts  – Correlation with content subjects; Language and education; Geography  – Study and teaching (Secondary); English language  – Study and teaching  – Foreign speakers

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

APA (6th Edition):

Pillay, L. F. (1989). Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001434

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):

Pillay, Lionel Franklin. “Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level.” 1989. Thesis, Rhodes University. Accessed October 19, 2019. http://hdl.handle.net/10962/d1001434.

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

MLA Handbook (7th Edition):

Pillay, Lionel Franklin. “Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level.” 1989. Web. 19 Oct 2019.

Vancouver:

Pillay LF. Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level. [Internet] [Thesis]. Rhodes University; 1989. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10962/d1001434.

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

Council of Science Editors:

Pillay LF. Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level. [Thesis]. Rhodes University; 1989. Available from: http://hdl.handle.net/10962/d1001434

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


University of Alberta

17. Mowat, Elizabeth M. Writing in mathematics, teacher awareness and reflection.

Degree: MEd, Department of Secondary Education, 1992, University of Alberta

Subjects/Keywords: Interdisciplinary approach in education.; Mathematics – Study and teaching (Secondary); Language arts – Correlation with content subjects.

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

APA (6th Edition):

Mowat, E. M. (1992). Writing in mathematics, teacher awareness and reflection. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/nv935490k

Chicago Manual of Style (16th Edition):

Mowat, Elizabeth M. “Writing in mathematics, teacher awareness and reflection.” 1992. Masters Thesis, University of Alberta. Accessed October 19, 2019. https://era.library.ualberta.ca/files/nv935490k.

MLA Handbook (7th Edition):

Mowat, Elizabeth M. “Writing in mathematics, teacher awareness and reflection.” 1992. Web. 19 Oct 2019.

Vancouver:

Mowat EM. Writing in mathematics, teacher awareness and reflection. [Internet] [Masters thesis]. University of Alberta; 1992. [cited 2019 Oct 19]. Available from: https://era.library.ualberta.ca/files/nv935490k.

Council of Science Editors:

Mowat EM. Writing in mathematics, teacher awareness and reflection. [Masters Thesis]. University of Alberta; 1992. Available from: https://era.library.ualberta.ca/files/nv935490k


University of North Carolina – Greensboro

18. Phillips, Daniel Alvord. The transposition of literary and rhetorical constructs to dance theory and choreography.

Degree: 1974, University of North Carolina – Greensboro

 It was the purpose of this study to explore selected literary and rhetorical constructs as philosophical models for describing the aesthetic nature of dance, techniques… (more)

Subjects/Keywords: Language arts – Correlation with content subjects; Improvisation in dance; Dance – Study and teaching; Choreography

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APA (6th Edition):

Phillips, D. A. (1974). The transposition of literary and rhetorical constructs to dance theory and choreography. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24287

Chicago Manual of Style (16th Edition):

Phillips, Daniel Alvord. “The transposition of literary and rhetorical constructs to dance theory and choreography.” 1974. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24287.

MLA Handbook (7th Edition):

Phillips, Daniel Alvord. “The transposition of literary and rhetorical constructs to dance theory and choreography.” 1974. Web. 19 Oct 2019.

Vancouver:

Phillips DA. The transposition of literary and rhetorical constructs to dance theory and choreography. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1974. [cited 2019 Oct 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24287.

Council of Science Editors:

Phillips DA. The transposition of literary and rhetorical constructs to dance theory and choreography. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1974. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24287


California State University – San Bernardino

19. Lee, Kwang-Sug. Concept attainment in mathematics within content-based instruction for secondary English as a second language.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

 The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based… (more)

Subjects/Keywords: English language Study and teaching (Secondary) Foreign speakers; Mathematics Study and teaching (Secondary) Foreign speakers; Language arts Correlation with content subjects; Effective teaching; Content area reading; Content area reading; Effective teaching; English language Study and teaching (Secondary) Foreign speakers; Language arts Correlation with content subjects.; Bilingual, Multilingual, and Multicultural Education; Science and Mathematics Education

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

APA (6th Edition):

Lee, K. (2005). Concept attainment in mathematics within content-based instruction for secondary English as a second language. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2858

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):

Lee, Kwang-Sug. “Concept attainment in mathematics within content-based instruction for secondary English as a second language.” 2005. Thesis, California State University – San Bernardino. Accessed October 19, 2019. https://scholarworks.lib.csusb.edu/etd-project/2858.

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

MLA Handbook (7th Edition):

Lee, Kwang-Sug. “Concept attainment in mathematics within content-based instruction for secondary English as a second language.” 2005. Web. 19 Oct 2019.

Vancouver:

Lee K. Concept attainment in mathematics within content-based instruction for secondary English as a second language. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Oct 19]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2858.

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

Council of Science Editors:

Lee K. Concept attainment in mathematics within content-based instruction for secondary English as a second language. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2858

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


University of Arizona

20. Mashack-McCant, Bettye Jean. An integrated curriculum for the arts and the language arts in grades K-3.

Degree: 1988, University of Arizona

 The purposes of the study were to design an Arts Based/Language Arts curriculum in one elementary school at the K-3 level, and (1) determine whether… (more)

Subjects/Keywords: Language arts  – Correlation with content subjects.; Language arts (Primary)  – Arizona  – Tucson.; Arts  – Study and teaching (Primary)  – Arizona  – Tucson.; Interdisciplinary approach in education  – Arizona  – Tucson.

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

APA (6th Edition):

Mashack-McCant, B. J. (1988). An integrated curriculum for the arts and the language arts in grades K-3. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184390

Chicago Manual of Style (16th Edition):

Mashack-McCant, Bettye Jean. “An integrated curriculum for the arts and the language arts in grades K-3. ” 1988. Doctoral Dissertation, University of Arizona. Accessed October 19, 2019. http://hdl.handle.net/10150/184390.

MLA Handbook (7th Edition):

Mashack-McCant, Bettye Jean. “An integrated curriculum for the arts and the language arts in grades K-3. ” 1988. Web. 19 Oct 2019.

Vancouver:

Mashack-McCant BJ. An integrated curriculum for the arts and the language arts in grades K-3. [Internet] [Doctoral dissertation]. University of Arizona; 1988. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10150/184390.

Council of Science Editors:

Mashack-McCant BJ. An integrated curriculum for the arts and the language arts in grades K-3. [Doctoral Dissertation]. University of Arizona; 1988. Available from: http://hdl.handle.net/10150/184390


University of Alberta

21. Jones, Elva Marion. The ability of grade nine students to obtain and use information from reading pictures and print in selected social studies materials.

Degree: MEd, Department of Elementary Education, 1975, University of Alberta

Subjects/Keywords: Social sciences – Study and teaching (Secondary); Reading – Ability testing.; Picture interpretation.; Content area reading.; Perception in children.; Language arts – Correlation with content subjects.

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APA (6th Edition):

Jones, E. M. (1975). The ability of grade nine students to obtain and use information from reading pictures and print in selected social studies materials. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vq27zq50v

Chicago Manual of Style (16th Edition):

Jones, Elva Marion. “The ability of grade nine students to obtain and use information from reading pictures and print in selected social studies materials.” 1975. Masters Thesis, University of Alberta. Accessed October 19, 2019. https://era.library.ualberta.ca/files/vq27zq50v.

MLA Handbook (7th Edition):

Jones, Elva Marion. “The ability of grade nine students to obtain and use information from reading pictures and print in selected social studies materials.” 1975. Web. 19 Oct 2019.

Vancouver:

Jones EM. The ability of grade nine students to obtain and use information from reading pictures and print in selected social studies materials. [Internet] [Masters thesis]. University of Alberta; 1975. [cited 2019 Oct 19]. Available from: https://era.library.ualberta.ca/files/vq27zq50v.

Council of Science Editors:

Jones EM. The ability of grade nine students to obtain and use information from reading pictures and print in selected social studies materials. [Masters Thesis]. University of Alberta; 1975. Available from: https://era.library.ualberta.ca/files/vq27zq50v


Michigan State University

22. Reynolds, Julia Moorhead. Preservice secondary teachers' conceptions of teaching for understanding, adolescents, and literacy within content areas.

Degree: PhD, Department of Teacher Education, 2005, Michigan State University

Subjects/Keywords: Student teachers – Attitudes; Content area reading; High school teachers – Training of; Literacy – Study and teaching; Language arts – Correlation with content subjects; Effective teaching

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APA (6th Edition):

Reynolds, J. M. (2005). Preservice secondary teachers' conceptions of teaching for understanding, adolescents, and literacy within content areas. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:33915

Chicago Manual of Style (16th Edition):

Reynolds, Julia Moorhead. “Preservice secondary teachers' conceptions of teaching for understanding, adolescents, and literacy within content areas.” 2005. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:33915.

MLA Handbook (7th Edition):

Reynolds, Julia Moorhead. “Preservice secondary teachers' conceptions of teaching for understanding, adolescents, and literacy within content areas.” 2005. Web. 19 Oct 2019.

Vancouver:

Reynolds JM. Preservice secondary teachers' conceptions of teaching for understanding, adolescents, and literacy within content areas. [Internet] [Doctoral dissertation]. Michigan State University; 2005. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:33915.

Council of Science Editors:

Reynolds JM. Preservice secondary teachers' conceptions of teaching for understanding, adolescents, and literacy within content areas. [Doctoral Dissertation]. Michigan State University; 2005. Available from: http://etd.lib.msu.edu/islandora/object/etd:33915


Stellenbosch University

23. Mali-Jali, Nomfundo. A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools.

Degree: African Languages, 2007, Stellenbosch University

Thesis (DLitt (African Languages)) – University of Stellenbosch, 2007.

This study aims to investigate properties of writing relating to genre-based literacy in isiXhosa as a first… (more)

Subjects/Keywords: Xhosa language; Xhosa language  – Rhetoric; Xhosa language  – Writing; Creative writing (Secondary education)  – South Africa  – Western Cape; Language arts  – Correlation with content subjects  – South Africa  – Western Cape; Language arts (Secondary)  – South Africa  – Western Cape

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

APA (6th Edition):

Mali-Jali, N. (2007). A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1412

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):

Mali-Jali, Nomfundo. “A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools.” 2007. Thesis, Stellenbosch University. Accessed October 19, 2019. http://hdl.handle.net/10019.1/1412.

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

MLA Handbook (7th Edition):

Mali-Jali, Nomfundo. “A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools.” 2007. Web. 19 Oct 2019.

Vancouver:

Mali-Jali N. A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10019.1/1412.

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

Council of Science Editors:

Mali-Jali N. A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/1412

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


University of Hong Kong

24. Ip, Ka-kit. Genre analysis of statistics word problems in vocational mathematics education in Hong Kong.

Degree: MEd, 2016, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Statistics - Study and teaching - China - Hong Kong; Language arts - Correlation with content subjects - China - Hong Kong; Vocational education - China - Hong Kong; Education, Bilingual - China - Hong Kong

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

APA (6th Edition):

Ip, K. (2016). Genre analysis of statistics word problems in vocational mathematics education in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/240598

Chicago Manual of Style (16th Edition):

Ip, Ka-kit. “Genre analysis of statistics word problems in vocational mathematics education in Hong Kong.” 2016. Masters Thesis, University of Hong Kong. Accessed October 19, 2019. http://hdl.handle.net/10722/240598.

MLA Handbook (7th Edition):

Ip, Ka-kit. “Genre analysis of statistics word problems in vocational mathematics education in Hong Kong.” 2016. Web. 19 Oct 2019.

Vancouver:

Ip K. Genre analysis of statistics word problems in vocational mathematics education in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10722/240598.

Council of Science Editors:

Ip K. Genre analysis of statistics word problems in vocational mathematics education in Hong Kong. [Masters Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/240598


Rhodes University

25. Garraway, James Windsor. Perceptions of language teaching in science from student and teacher discourse.

Degree: Faculty of Education, Education, 1994, Rhodes University

 The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an… (more)

Subjects/Keywords: Physics  – Study and teaching  – South Africa; Language arts  – South Africa; Written communication  – Study and teaching  – South Africa; Language arts  – Correlation with content subjects  – South Africa; Physics teachers  – Language

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

APA (6th Edition):

Garraway, J. W. (1994). Perceptions of language teaching in science from student and teacher discourse. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003576

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):

Garraway, James Windsor. “Perceptions of language teaching in science from student and teacher discourse.” 1994. Thesis, Rhodes University. Accessed October 19, 2019. http://hdl.handle.net/10962/d1003576.

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

MLA Handbook (7th Edition):

Garraway, James Windsor. “Perceptions of language teaching in science from student and teacher discourse.” 1994. Web. 19 Oct 2019.

Vancouver:

Garraway JW. Perceptions of language teaching in science from student and teacher discourse. [Internet] [Thesis]. Rhodes University; 1994. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10962/d1003576.

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

Council of Science Editors:

Garraway JW. Perceptions of language teaching in science from student and teacher discourse. [Thesis]. Rhodes University; 1994. Available from: http://hdl.handle.net/10962/d1003576

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


California State University – San Bernardino

26. Zavala, Norma Castro. An analysis of interactive dialogue journals of English language learners in first grade.

Degree: MAin Education, Education, 2001, California State University – San Bernardino

This project analyzes interactive dialogue journals of first grade students who have been identified at different levels of English language proficiency.

Subjects/Keywords: Education; Bilingual; Limited English-proficient students; English language  – Study and teaching (Elementary) Reading (Elementary)  – Language experience approach; Language arts  – Correlation with content subjects; Minorities  – Education (Elementary); Education; First and Second Language Acquisition

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

APA (6th Edition):

Zavala, N. C. (2001). An analysis of interactive dialogue journals of English language learners in first grade. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1978

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):

Zavala, Norma Castro. “An analysis of interactive dialogue journals of English language learners in first grade.” 2001. Thesis, California State University – San Bernardino. Accessed October 19, 2019. http://scholarworks.lib.csusb.edu/etd-project/1978.

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

MLA Handbook (7th Edition):

Zavala, Norma Castro. “An analysis of interactive dialogue journals of English language learners in first grade.” 2001. Web. 19 Oct 2019.

Vancouver:

Zavala NC. An analysis of interactive dialogue journals of English language learners in first grade. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Oct 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1978.

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

Council of Science Editors:

Zavala NC. An analysis of interactive dialogue journals of English language learners in first grade. [Thesis]. California State University – San Bernardino; 2001. Available from: http://scholarworks.lib.csusb.edu/etd-project/1978

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


California State University – San Bernardino

27. Thomas, Dana Katharine. Design and development of a unit model for integrated instruction.

Degree: MAin Education, Education, 1992, California State University – San Bernardino

Subjects/Keywords: Interdisciplinary approach in education; Language arts  – Correlation with content subjects; Language arts (Elementary); Science  – Study and teaching (Elementary); Rain forests  – Study and teaching (Elementary); 5th grade; Educational Methods

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APA (6th Edition):

Thomas, D. K. (1992). Design and development of a unit model for integrated instruction. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1050

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):

Thomas, Dana Katharine. “Design and development of a unit model for integrated instruction.” 1992. Thesis, California State University – San Bernardino. Accessed October 19, 2019. http://scholarworks.lib.csusb.edu/etd-project/1050.

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

MLA Handbook (7th Edition):

Thomas, Dana Katharine. “Design and development of a unit model for integrated instruction.” 1992. Web. 19 Oct 2019.

Vancouver:

Thomas DK. Design and development of a unit model for integrated instruction. [Internet] [Thesis]. California State University – San Bernardino; 1992. [cited 2019 Oct 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1050.

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

Council of Science Editors:

Thomas DK. Design and development of a unit model for integrated instruction. [Thesis]. California State University – San Bernardino; 1992. Available from: http://scholarworks.lib.csusb.edu/etd-project/1050

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


California State University – San Bernardino

28. Goodyear, Renee Semanski. Bridging the curriculum thematically: Nature and literature meet.

Degree: MAin Education, Education, 1992, California State University – San Bernardino

Thematic units – Frogs, spiders, butterflies – Cuing systems (graphic, syntactic, semantic, pragmatic).

Subjects/Keywords: Reading (Elementary)  – Language experience approach; Interdisciplinary approach in education; Language arts  – Correlation with content subjects; Zoology  – Study and teaching (Elementary); Literature  – Study and teaching (Elementary); Education; Reading and Language

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APA (6th Edition):

Goodyear, R. S. (1992). Bridging the curriculum thematically: Nature and literature meet. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/609

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):

Goodyear, Renee Semanski. “Bridging the curriculum thematically: Nature and literature meet.” 1992. Thesis, California State University – San Bernardino. Accessed October 19, 2019. http://scholarworks.lib.csusb.edu/etd-project/609.

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

MLA Handbook (7th Edition):

Goodyear, Renee Semanski. “Bridging the curriculum thematically: Nature and literature meet.” 1992. Web. 19 Oct 2019.

Vancouver:

Goodyear RS. Bridging the curriculum thematically: Nature and literature meet. [Internet] [Thesis]. California State University – San Bernardino; 1992. [cited 2019 Oct 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/609.

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

Council of Science Editors:

Goodyear RS. Bridging the curriculum thematically: Nature and literature meet. [Thesis]. California State University – San Bernardino; 1992. Available from: http://scholarworks.lib.csusb.edu/etd-project/609

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


University of Florida

29. Campbell, Anne E. Once the door is closed : an ethnographic description of one content-based English language program as four teachers implemented it.

Degree: 1992, University of Florida

Subjects/Keywords: Classrooms; Educational administration; Educational research; English as a second language; English teachers; Language teachers; Learning; Schools; Students; Teachers; English language  – Stuady and teaching  – Foreign speakers; Langauge arts  – Correlation with content subjects; Urban schools  – United States  – Case studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Campbell, A. E. (1992). Once the door is closed : an ethnographic description of one content-based English language program as four teachers implemented it. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00028698

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):

Campbell, Anne E. “Once the door is closed : an ethnographic description of one content-based English language program as four teachers implemented it.” 1992. Thesis, University of Florida. Accessed October 19, 2019. http://ufdc.ufl.edu/AA00028698.

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

MLA Handbook (7th Edition):

Campbell, Anne E. “Once the door is closed : an ethnographic description of one content-based English language program as four teachers implemented it.” 1992. Web. 19 Oct 2019.

Vancouver:

Campbell AE. Once the door is closed : an ethnographic description of one content-based English language program as four teachers implemented it. [Internet] [Thesis]. University of Florida; 1992. [cited 2019 Oct 19]. Available from: http://ufdc.ufl.edu/AA00028698.

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

Council of Science Editors:

Campbell AE. Once the door is closed : an ethnographic description of one content-based English language program as four teachers implemented it. [Thesis]. University of Florida; 1992. Available from: http://ufdc.ufl.edu/AA00028698

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


Michigan State University

30. Webb, Tracy Anne. Student and faculty response to writing to learn at the college level.

Degree: PhD, Department of English, 1990, Michigan State University

Subjects/Keywords: Adrian College – Curricula; Interdisciplinary approach in education – Michigan; Language arts – Correlation with content subjects – Michigan; English language – Rhetoric – Study and teaching – Michigan; College teachers – Michigan – Attitudes; Students – Michigan – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Webb, T. A. (1990). Student and faculty response to writing to learn at the college level. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:21389

Chicago Manual of Style (16th Edition):

Webb, Tracy Anne. “Student and faculty response to writing to learn at the college level.” 1990. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:21389.

MLA Handbook (7th Edition):

Webb, Tracy Anne. “Student and faculty response to writing to learn at the college level.” 1990. Web. 19 Oct 2019.

Vancouver:

Webb TA. Student and faculty response to writing to learn at the college level. [Internet] [Doctoral dissertation]. Michigan State University; 1990. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:21389.

Council of Science Editors:

Webb TA. Student and faculty response to writing to learn at the college level. [Doctoral Dissertation]. Michigan State University; 1990. Available from: http://etd.lib.msu.edu/islandora/object/etd:21389

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