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You searched for subject:(Language arts Primary ). Showing records 1 – 30 of 84820 total matches.

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University of Zambia

1. Phiri, Juma. Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia .

Degree: 2015, University of Zambia

 The purpose of the study was to determine the nature and prevalence of writing difficulties among learners at fourth grade, in four selected primary schools… (more)

Subjects/Keywords: Language arts(Primary)

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APA (6th Edition):

Phiri, J. (2015). Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4354

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):

Phiri, Juma. “Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia .” 2015. Thesis, University of Zambia. Accessed December 11, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4354.

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

MLA Handbook (7th Edition):

Phiri, Juma. “Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia .” 2015. Web. 11 Dec 2019.

Vancouver:

Phiri J. Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Dec 11]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4354.

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

Council of Science Editors:

Phiri J. Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4354

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


University of Zambia

2. Chansa-Kabali, Tamara. The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia .

Degree: 2015, University of Zambia

 Reading is essential for children’s educational success and communication in a technologically advancing society. This position has provoked researchers to investigate the process of reading… (more)

Subjects/Keywords: Children-Language; Reading(Primary); Language arts

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APA (6th Edition):

Chansa-Kabali, T. (2015). The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3773

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):

Chansa-Kabali, Tamara. “The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia .” 2015. Thesis, University of Zambia. Accessed December 11, 2019. http://hdl.handle.net/123456789/3773.

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

MLA Handbook (7th Edition):

Chansa-Kabali, Tamara. “The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia .” 2015. Web. 11 Dec 2019.

Vancouver:

Chansa-Kabali T. The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/123456789/3773.

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

Council of Science Editors:

Chansa-Kabali T. The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3773

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


University of Arizona

3. Armstrong, Mavie Elizabeth, 1942-. Language centered instruction and its effect upon the processes of writing and reading .

Degree: 1977, University of Arizona

Subjects/Keywords: Language arts (Primary)

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APA (6th Edition):

Armstrong, Mavie Elizabeth, 1. (1977). Language centered instruction and its effect upon the processes of writing and reading . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/348117

Chicago Manual of Style (16th Edition):

Armstrong, Mavie Elizabeth, 1942-. “Language centered instruction and its effect upon the processes of writing and reading .” 1977. Masters Thesis, University of Arizona. Accessed December 11, 2019. http://hdl.handle.net/10150/348117.

MLA Handbook (7th Edition):

Armstrong, Mavie Elizabeth, 1942-. “Language centered instruction and its effect upon the processes of writing and reading .” 1977. Web. 11 Dec 2019.

Vancouver:

Armstrong, Mavie Elizabeth 1. Language centered instruction and its effect upon the processes of writing and reading . [Internet] [Masters thesis]. University of Arizona; 1977. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10150/348117.

Council of Science Editors:

Armstrong, Mavie Elizabeth 1. Language centered instruction and its effect upon the processes of writing and reading . [Masters Thesis]. University of Arizona; 1977. Available from: http://hdl.handle.net/10150/348117


University of Zambia

4. Tambulukani, Kazembe Geoffrey. First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? .

Degree: 2015, University of Zambia

 Unfamiliarity with the language of teaching is blamed for the high illiteracy rate among people who live in nations in which hundreds of languages are… (more)

Subjects/Keywords: Reading(Elementary)-Zambia; Reading(Primary)-Zambia; Language arts(Primary); English language-study and teaching

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APA (6th Edition):

Tambulukani, K. G. (2015). First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4338

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):

Tambulukani, Kazembe Geoffrey. “First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? .” 2015. Thesis, University of Zambia. Accessed December 11, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4338.

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

MLA Handbook (7th Edition):

Tambulukani, Kazembe Geoffrey. “First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? .” 2015. Web. 11 Dec 2019.

Vancouver:

Tambulukani KG. First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Dec 11]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4338.

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

Council of Science Editors:

Tambulukani KG. First language teaching initial reading: blessing or curse for the Zambian children under primary reading programme? . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4338

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


Montana State University

5. Hutchinson, Lawrence Alan. The development of imagery lessons in language arts for fourth grade.

Degree: 1976, Montana State University

Subjects/Keywords: Language arts.; Education, Primary.; Education, Primary.

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

APA (6th Edition):

Hutchinson, L. A. (1976). The development of imagery lessons in language arts for fourth grade. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10573

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):

Hutchinson, Lawrence Alan. “The development of imagery lessons in language arts for fourth grade.” 1976. Thesis, Montana State University. Accessed December 11, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10573.

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

MLA Handbook (7th Edition):

Hutchinson, Lawrence Alan. “The development of imagery lessons in language arts for fourth grade.” 1976. Web. 11 Dec 2019.

Vancouver:

Hutchinson LA. The development of imagery lessons in language arts for fourth grade. [Internet] [Thesis]. Montana State University; 1976. [cited 2019 Dec 11]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10573.

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

Council of Science Editors:

Hutchinson LA. The development of imagery lessons in language arts for fourth grade. [Thesis]. Montana State University; 1976. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10573

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


Simon Fraser University

6. Froese, Carole V. Repeated readings of storybooks : an exploration of the impact on year one primary students.

Degree: 1991, Simon Fraser University

Subjects/Keywords: Storytelling.; Language arts (Primary); Reading (Primary)

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APA (6th Edition):

Froese, C. V. (1991). Repeated readings of storybooks : an exploration of the impact on year one primary students. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/3602

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):

Froese, Carole V. “Repeated readings of storybooks : an exploration of the impact on year one primary students.” 1991. Thesis, Simon Fraser University. Accessed December 11, 2019. http://summit.sfu.ca/item/3602.

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

MLA Handbook (7th Edition):

Froese, Carole V. “Repeated readings of storybooks : an exploration of the impact on year one primary students.” 1991. Web. 11 Dec 2019.

Vancouver:

Froese CV. Repeated readings of storybooks : an exploration of the impact on year one primary students. [Internet] [Thesis]. Simon Fraser University; 1991. [cited 2019 Dec 11]. Available from: http://summit.sfu.ca/item/3602.

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

Council of Science Editors:

Froese CV. Repeated readings of storybooks : an exploration of the impact on year one primary students. [Thesis]. Simon Fraser University; 1991. Available from: http://summit.sfu.ca/item/3602

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


University of South Australia

7. Paulka, Susan Therese. An exploration of parent involvement in the language and literacy program in the classroom.

Degree: 1995, University of South Australia

Thesis (MEd (Literacy and Language Ed)) – University of South Australia, 1995

Subjects/Keywords: Education, Primary; Language acquisition; Language arts (Primary); Reading

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APA (6th Edition):

Paulka, S. T. (1995). An exploration of parent involvement in the language and literacy program in the classroom. (Thesis). University of South Australia. Retrieved from http://arrow.unisa.edu.au:8081/1959.8/83993 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42491

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):

Paulka, Susan Therese. “An exploration of parent involvement in the language and literacy program in the classroom.” 1995. Thesis, University of South Australia. Accessed December 11, 2019. http://arrow.unisa.edu.au:8081/1959.8/83993 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42491.

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

MLA Handbook (7th Edition):

Paulka, Susan Therese. “An exploration of parent involvement in the language and literacy program in the classroom.” 1995. Web. 11 Dec 2019.

Vancouver:

Paulka ST. An exploration of parent involvement in the language and literacy program in the classroom. [Internet] [Thesis]. University of South Australia; 1995. [cited 2019 Dec 11]. Available from: http://arrow.unisa.edu.au:8081/1959.8/83993 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42491.

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

Council of Science Editors:

Paulka ST. An exploration of parent involvement in the language and literacy program in the classroom. [Thesis]. University of South Australia; 1995. Available from: http://arrow.unisa.edu.au:8081/1959.8/83993 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42491

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


University of Johannesburg

8. Maritz, Barbara. Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention.

Degree: 2012, University of Johannesburg

D.Ed.

The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners… (more)

Subjects/Keywords: Inclusive education; Reading (Primary); Books and reading; English language - Study and teaching (Primary); Language arts; Children - Books and reading

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

APA (6th Edition):

Maritz, B. (2012). Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8044

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):

Maritz, Barbara. “Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention.” 2012. Thesis, University of Johannesburg. Accessed December 11, 2019. http://hdl.handle.net/10210/8044.

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

MLA Handbook (7th Edition):

Maritz, Barbara. “Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention.” 2012. Web. 11 Dec 2019.

Vancouver:

Maritz B. Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10210/8044.

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

Council of Science Editors:

Maritz B. Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/8044

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


The Ohio State University

9. Kersten, Sara. Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom.

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

 The purpose of this research was to analyze one 2nd grade teacher’s instructional practices as she helped her students co-construct an understanding of nonfiction as… (more)

Subjects/Keywords: Education; Elementary Education; Language Arts; Literacy; Literature; nonfiction; primary literacy; childrens literature; instructional practices; teacher beliefs; language arts

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APA (6th Edition):

Kersten, S. (2016). Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460978333

Chicago Manual of Style (16th Edition):

Kersten, Sara. “Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom.” 2016. Doctoral Dissertation, The Ohio State University. Accessed December 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460978333.

MLA Handbook (7th Edition):

Kersten, Sara. “Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom.” 2016. Web. 11 Dec 2019.

Vancouver:

Kersten S. Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Dec 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460978333.

Council of Science Editors:

Kersten S. Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460978333


Michigan State University

10. Watanabe, Lynne Midori. Books for Botswana : developing, reading, and writing informational texts with young children.

Degree: 2015, Michigan State University

 This dissertation contains two manuscripts, both related to the development and use of culturally relevant and sustainable informational texts. The first manuscript is written as… (more)

Subjects/Keywords: Culturally relevant pedagogy – Botswana; Literacy – Botswana; Children – Books and reading – Botswana; Language arts (Primary) – Botswana; Language arts; Elementary education

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APA (6th Edition):

Watanabe, L. M. (2015). Books for Botswana : developing, reading, and writing informational texts with young children. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3535

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):

Watanabe, Lynne Midori. “Books for Botswana : developing, reading, and writing informational texts with young children.” 2015. Thesis, Michigan State University. Accessed December 11, 2019. http://etd.lib.msu.edu/islandora/object/etd:3535.

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

MLA Handbook (7th Edition):

Watanabe, Lynne Midori. “Books for Botswana : developing, reading, and writing informational texts with young children.” 2015. Web. 11 Dec 2019.

Vancouver:

Watanabe LM. Books for Botswana : developing, reading, and writing informational texts with young children. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Dec 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3535.

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

Council of Science Editors:

Watanabe LM. Books for Botswana : developing, reading, and writing informational texts with young children. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3535

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


Michigan State University

11. Green, McKinley. Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships.

Degree: 2016, Michigan State University

Thesis M.A. Michigan State University. Critical Studies in Literacy and Pedagogy 2016

This paper describes a partnership between an academic service-learning course at Michigan State… (more)

Subjects/Keywords: Composition (Language arts) – Study and teaching (Primary); Rhetoric – Study and teaching (Primary); Service learning – Michigan – East Lansing; Rhetoric – Social aspects; Rhetoric

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APA (6th Edition):

Green, M. (2016). Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3914

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):

Green, McKinley. “Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships.” 2016. Thesis, Michigan State University. Accessed December 11, 2019. http://etd.lib.msu.edu/islandora/object/etd:3914.

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

MLA Handbook (7th Edition):

Green, McKinley. “Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships.” 2016. Web. 11 Dec 2019.

Vancouver:

Green M. Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Dec 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3914.

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

Council of Science Editors:

Green M. Assembling relational systems : a cultural rhetorics model for building, enacting, and sustaining service-learning partnerships. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3914

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


SUNY College at Brockport

12. Flood, Jessica L. Interactive Whiteboards: Implications for K-2 Literacy Instruction.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  The purpose of my study was to describe the implications whiteboards have on literacy instruction in K-2 literacy environments through examining the following questions.… (more)

Subjects/Keywords: THESIS 1890; Brockport Thesis Collection; Education; Interactive whiteboards; primary education; language arts; Education

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

APA (6th Edition):

Flood, J. L. (2009). Interactive Whiteboards: Implications for K-2 Literacy Instruction. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/98

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):

Flood, Jessica L. “Interactive Whiteboards: Implications for K-2 Literacy Instruction.” 2009. Thesis, SUNY College at Brockport. Accessed December 11, 2019. https://digitalcommons.brockport.edu/ehd_theses/98.

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

MLA Handbook (7th Edition):

Flood, Jessica L. “Interactive Whiteboards: Implications for K-2 Literacy Instruction.” 2009. Web. 11 Dec 2019.

Vancouver:

Flood JL. Interactive Whiteboards: Implications for K-2 Literacy Instruction. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Dec 11]. Available from: https://digitalcommons.brockport.edu/ehd_theses/98.

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

Council of Science Editors:

Flood JL. Interactive Whiteboards: Implications for K-2 Literacy Instruction. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/98

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


Eastern Michigan University

13. Diehm, Celeste L. Achievement of boys and girls in single-gender kindergarten classrooms at one elementary school in western Michigan.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2009, Eastern Michigan University

  The impact of single gender classrooms on kindergarten students’ acquisition of literacy skills was investigated in this research project. A sample of 144 kindergarten… (more)

Subjects/Keywords: Single-sex classes (Education); Sex differences in education; Language arts (Primary); Education

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

APA (6th Edition):

Diehm, C. L. (2009). Achievement of boys and girls in single-gender kindergarten classrooms at one elementary school in western Michigan. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/216

Chicago Manual of Style (16th Edition):

Diehm, Celeste L. “Achievement of boys and girls in single-gender kindergarten classrooms at one elementary school in western Michigan.” 2009. Doctoral Dissertation, Eastern Michigan University. Accessed December 11, 2019. http://commons.emich.edu/theses/216.

MLA Handbook (7th Edition):

Diehm, Celeste L. “Achievement of boys and girls in single-gender kindergarten classrooms at one elementary school in western Michigan.” 2009. Web. 11 Dec 2019.

Vancouver:

Diehm CL. Achievement of boys and girls in single-gender kindergarten classrooms at one elementary school in western Michigan. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2009. [cited 2019 Dec 11]. Available from: http://commons.emich.edu/theses/216.

Council of Science Editors:

Diehm CL. Achievement of boys and girls in single-gender kindergarten classrooms at one elementary school in western Michigan. [Doctoral Dissertation]. Eastern Michigan University; 2009. Available from: http://commons.emich.edu/theses/216

14. Harding, Marcella Queen. Establishing an Integrated Language Arts Program in the Primary Grades.

Degree: 1954, North Texas State College

 This thesis had its inception in the mind of the writer when, disturbed by third grade children's lack of interest and low level of linguistic… (more)

Subjects/Keywords: integrated language arts program; primary grades

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APA (6th Edition):

Harding, M. Q. (1954). Establishing an Integrated Language Arts Program in the Primary Grades. (Thesis). North Texas State College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc163834/

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):

Harding, Marcella Queen. “Establishing an Integrated Language Arts Program in the Primary Grades.” 1954. Thesis, North Texas State College. Accessed December 11, 2019. https://digital.library.unt.edu/ark:/67531/metadc163834/.

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

MLA Handbook (7th Edition):

Harding, Marcella Queen. “Establishing an Integrated Language Arts Program in the Primary Grades.” 1954. Web. 11 Dec 2019.

Vancouver:

Harding MQ. Establishing an Integrated Language Arts Program in the Primary Grades. [Internet] [Thesis]. North Texas State College; 1954. [cited 2019 Dec 11]. Available from: https://digital.library.unt.edu/ark:/67531/metadc163834/.

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

Council of Science Editors:

Harding MQ. Establishing an Integrated Language Arts Program in the Primary Grades. [Thesis]. North Texas State College; 1954. Available from: https://digital.library.unt.edu/ark:/67531/metadc163834/

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


University of Arizona

15. Dunipace, Esther McGeorge, 1912-. The use of music in the language arts in the primary grades .

Degree: 1951, University of Arizona

Subjects/Keywords: Music in education.; Language arts (Primary)

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

APA (6th Edition):

Dunipace, Esther McGeorge, 1. (1951). The use of music in the language arts in the primary grades . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/319014

Chicago Manual of Style (16th Edition):

Dunipace, Esther McGeorge, 1912-. “The use of music in the language arts in the primary grades .” 1951. Masters Thesis, University of Arizona. Accessed December 11, 2019. http://hdl.handle.net/10150/319014.

MLA Handbook (7th Edition):

Dunipace, Esther McGeorge, 1912-. “The use of music in the language arts in the primary grades .” 1951. Web. 11 Dec 2019.

Vancouver:

Dunipace, Esther McGeorge 1. The use of music in the language arts in the primary grades . [Internet] [Masters thesis]. University of Arizona; 1951. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10150/319014.

Council of Science Editors:

Dunipace, Esther McGeorge 1. The use of music in the language arts in the primary grades . [Masters Thesis]. University of Arizona; 1951. Available from: http://hdl.handle.net/10150/319014


California State University – San Bernardino

16. Dominick, Mary E. A reading program for reading specialists in primary grades.

Degree: MAin Education, Education, 1991, California State University – San Bernardino

Whole language method.

Subjects/Keywords: Reading (Primary)  – Language experience approach; Language arts (Primary); Education; Reading and Language

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

APA (6th Edition):

Dominick, M. E. (1991). A reading program for reading specialists in primary grades. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/728

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):

Dominick, Mary E. “A reading program for reading specialists in primary grades.” 1991. Thesis, California State University – San Bernardino. Accessed December 11, 2019. http://scholarworks.lib.csusb.edu/etd-project/728.

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

MLA Handbook (7th Edition):

Dominick, Mary E. “A reading program for reading specialists in primary grades.” 1991. Web. 11 Dec 2019.

Vancouver:

Dominick ME. A reading program for reading specialists in primary grades. [Internet] [Thesis]. California State University – San Bernardino; 1991. [cited 2019 Dec 11]. Available from: http://scholarworks.lib.csusb.edu/etd-project/728.

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

Council of Science Editors:

Dominick ME. A reading program for reading specialists in primary grades. [Thesis]. California State University – San Bernardino; 1991. Available from: http://scholarworks.lib.csusb.edu/etd-project/728

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


University of KwaZulu-Natal

17. [No author]. Towards a policy for first language in primary schools : a review of some aspects.

Degree: Education, 1980, University of KwaZulu-Natal

No abstract available. Advisors/Committee Members: Dobie, Bruce A (advisor).

Subjects/Keywords: Education.; Native language and education.; Language arts (Primary)

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APA (6th Edition):

author], [. (1980). Towards a policy for first language in primary schools : a review of some aspects. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3771

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):

author], [No. “Towards a policy for first language in primary schools : a review of some aspects. ” 1980. Thesis, University of KwaZulu-Natal. Accessed December 11, 2019. http://hdl.handle.net/10413/3771.

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

MLA Handbook (7th Edition):

author], [No. “Towards a policy for first language in primary schools : a review of some aspects. ” 1980. Web. 11 Dec 2019.

Vancouver:

author] [. Towards a policy for first language in primary schools : a review of some aspects. [Internet] [Thesis]. University of KwaZulu-Natal; 1980. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10413/3771.

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

Council of Science Editors:

author] [. Towards a policy for first language in primary schools : a review of some aspects. [Thesis]. University of KwaZulu-Natal; 1980. Available from: http://hdl.handle.net/10413/3771

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

18. O'Brien, Terence. The reading/spelling connection : case studies of readers and spellers.

Degree: PhD, 2000, Federation University Australia

"The thesis argues that reading and spelling are interdependent and complex processes, and that "good" readers. but "poor" spellers, read in ways which do not… (more)

Subjects/Keywords: Education; Spelling ability; English language; Language arts (Primary)

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

APA (6th Edition):

O'Brien, T. (2000). The reading/spelling connection : case studies of readers and spellers. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009 ; https://library.federation.edu.au/record=b12002604

Chicago Manual of Style (16th Edition):

O'Brien, Terence. “The reading/spelling connection : case studies of readers and spellers.” 2000. Doctoral Dissertation, Federation University Australia. Accessed December 11, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009 ; https://library.federation.edu.au/record=b12002604.

MLA Handbook (7th Edition):

O'Brien, Terence. “The reading/spelling connection : case studies of readers and spellers.” 2000. Web. 11 Dec 2019.

Vancouver:

O'Brien T. The reading/spelling connection : case studies of readers and spellers. [Internet] [Doctoral dissertation]. Federation University Australia; 2000. [cited 2019 Dec 11]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009 ; https://library.federation.edu.au/record=b12002604.

Council of Science Editors:

O'Brien T. The reading/spelling connection : case studies of readers and spellers. [Doctoral Dissertation]. Federation University Australia; 2000. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009 ; https://library.federation.edu.au/record=b12002604


Western Washington University

19. Glasgow, Eilene Kay. The Development of Written Expression in Young Children.

Degree: MEd, Elementary Education, 1982, Western Washington University

  This Study investigated written expression development of forty- six children ages three to nine. "Written expression refers to the written productions of the child… (more)

Subjects/Keywords: Education; Creative writing (Primary education), Language arts (Primary), Reading (Primary); masters theses

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

APA (6th Edition):

Glasgow, E. K. (1982). The Development of Written Expression in Young Children. (Thesis). Western Washington University. Retrieved from https://cedar.wwu.edu/wwuet/537

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):

Glasgow, Eilene Kay. “The Development of Written Expression in Young Children.” 1982. Thesis, Western Washington University. Accessed December 11, 2019. https://cedar.wwu.edu/wwuet/537.

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

MLA Handbook (7th Edition):

Glasgow, Eilene Kay. “The Development of Written Expression in Young Children.” 1982. Web. 11 Dec 2019.

Vancouver:

Glasgow EK. The Development of Written Expression in Young Children. [Internet] [Thesis]. Western Washington University; 1982. [cited 2019 Dec 11]. Available from: https://cedar.wwu.edu/wwuet/537.

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

Council of Science Editors:

Glasgow EK. The Development of Written Expression in Young Children. [Thesis]. Western Washington University; 1982. Available from: https://cedar.wwu.edu/wwuet/537

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


Queensland University of Technology

20. Stevens, Janis Ruth. Doing what comes "naturally" : the development and implementation of a more critical literacy curriculum in a primary classroom.

Degree: 1999, Queensland University of Technology

Subjects/Keywords: English language Study and teaching (Primary); Language arts (Primary); Literacy; thesis; doctoral

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

APA (6th Edition):

Stevens, J. R. (1999). Doing what comes "naturally" : the development and implementation of a more critical literacy curriculum in a primary classroom. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36608/

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):

Stevens, Janis Ruth. “Doing what comes "naturally" : the development and implementation of a more critical literacy curriculum in a primary classroom.” 1999. Thesis, Queensland University of Technology. Accessed December 11, 2019. http://eprints.qut.edu.au/36608/.

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

MLA Handbook (7th Edition):

Stevens, Janis Ruth. “Doing what comes "naturally" : the development and implementation of a more critical literacy curriculum in a primary classroom.” 1999. Web. 11 Dec 2019.

Vancouver:

Stevens JR. Doing what comes "naturally" : the development and implementation of a more critical literacy curriculum in a primary classroom. [Internet] [Thesis]. Queensland University of Technology; 1999. [cited 2019 Dec 11]. Available from: http://eprints.qut.edu.au/36608/.

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

Council of Science Editors:

Stevens JR. Doing what comes "naturally" : the development and implementation of a more critical literacy curriculum in a primary classroom. [Thesis]. Queensland University of Technology; 1999. Available from: http://eprints.qut.edu.au/36608/

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


Kent State University

21. Al-Tenaijy , Mozah. Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards.

Degree: PhD, College of Arts and Sciences / Department of Modern and Classical Language Studies, 2015, Kent State University

 The society of the United Arab Emirates (UAE) has recently experienced remarkable changes at the state level. Rapid economic and social developments, along with the… (more)

Subjects/Keywords: Language; Language Arts

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

APA (6th Edition):

Al-Tenaijy , M. (2015). Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912

Chicago Manual of Style (16th Edition):

Al-Tenaijy , Mozah. “Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards.” 2015. Doctoral Dissertation, Kent State University. Accessed December 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912.

MLA Handbook (7th Edition):

Al-Tenaijy , Mozah. “Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards.” 2015. Web. 11 Dec 2019.

Vancouver:

Al-Tenaijy M. Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards. [Internet] [Doctoral dissertation]. Kent State University; 2015. [cited 2019 Dec 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912.

Council of Science Editors:

Al-Tenaijy M. Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards. [Doctoral Dissertation]. Kent State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912


California State University – San Bernardino

22. Van Allen, Donna Lea. Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.

Subjects/Keywords: Reading comprehension  – Study and teaching (Primary); Reading (Primary; ) Language arts (Primary; ) Books and reading  – Study and teaching (Primary); Reading and Language

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

APA (6th Edition):

Van Allen, D. L. (2000). Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1751

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 Allen, Donna Lea. “Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000.” 2000. Thesis, California State University – San Bernardino. Accessed December 11, 2019. http://scholarworks.lib.csusb.edu/etd-project/1751.

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

MLA Handbook (7th Edition):

Van Allen, Donna Lea. “Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000.” 2000. Web. 11 Dec 2019.

Vancouver:

Van Allen DL. Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Dec 11]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1751.

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

Council of Science Editors:

Van Allen DL. Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1751

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


Deakin University

23. Kamler, Barbara. Gender and genre : a case study of a girl and a boy learning to write.

Degree: School of Education, 1990, Deakin University

 This study addresses questions of gender and genre in early writing by drawing on systemic linguistic theory, It is a longitudinal case study that compares… (more)

Subjects/Keywords: Children - Language; Creative writing (Primary education); English language - Study and teaching (Primary); Language arts (Primary)

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

APA (6th Edition):

Kamler, B. (1990). Gender and genre : a case study of a girl and a boy learning to write. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30023631

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):

Kamler, Barbara. “Gender and genre : a case study of a girl and a boy learning to write.” 1990. Thesis, Deakin University. Accessed December 11, 2019. http://hdl.handle.net/10536/DRO/DU:30023631.

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

MLA Handbook (7th Edition):

Kamler, Barbara. “Gender and genre : a case study of a girl and a boy learning to write.” 1990. Web. 11 Dec 2019.

Vancouver:

Kamler B. Gender and genre : a case study of a girl and a boy learning to write. [Internet] [Thesis]. Deakin University; 1990. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10536/DRO/DU:30023631.

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

Council of Science Editors:

Kamler B. Gender and genre : a case study of a girl and a boy learning to write. [Thesis]. Deakin University; 1990. Available from: http://hdl.handle.net/10536/DRO/DU:30023631

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


University of Akron

24. Noll, Brandi Lee. The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing.

Degree: PhD, Elementary Education, 2010, University of Akron

  The purposes of this qualitative, multi-case study were (1) to find similarities and differences in writing instruction between self-reported high and low efficacy teachers… (more)

Subjects/Keywords: Education; Elementary Education; Language Arts; Literacy; Teacher Education; self-efficacy; teachers; primary grade; writing instruction; beliefs

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APA (6th Edition):

Noll, B. L. (2010). The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1279047280

Chicago Manual of Style (16th Edition):

Noll, Brandi Lee. “The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing.” 2010. Doctoral Dissertation, University of Akron. Accessed December 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279047280.

MLA Handbook (7th Edition):

Noll, Brandi Lee. “The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing.” 2010. Web. 11 Dec 2019.

Vancouver:

Noll BL. The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing. [Internet] [Doctoral dissertation]. University of Akron; 2010. [cited 2019 Dec 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1279047280.

Council of Science Editors:

Noll BL. The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing. [Doctoral Dissertation]. University of Akron; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1279047280

25. Marujo, Vera Mónica da Silva. Relatório de estágio do ensino da prática supervisionada. Da pintura à interpretação da leitura.

Degree: 2014, RCAAP

O presente relatório enquadra-se no âmbito da unidade curricular da Prática do Ensino Supervisionada I e II do Mestrado para a Qualificação para a Docência… (more)

Subjects/Keywords: Pré-escolar; 1.º Ciclo do Ensino Básico; Expressão Plástica; Língua Portuguesa; Preschool; Primary Education; Fine Arts; Portuguese Language

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

APA (6th Edition):

Marujo, V. M. d. S. (2014). Relatório de estágio do ensino da prática supervisionada. Da pintura à interpretação da leitura. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9025

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):

Marujo, Vera Mónica da Silva. “Relatório de estágio do ensino da prática supervisionada. Da pintura à interpretação da leitura.” 2014. Thesis, RCAAP. Accessed December 11, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9025.

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

MLA Handbook (7th Edition):

Marujo, Vera Mónica da Silva. “Relatório de estágio do ensino da prática supervisionada. Da pintura à interpretação da leitura.” 2014. Web. 11 Dec 2019.

Vancouver:

Marujo VMdS. Relatório de estágio do ensino da prática supervisionada. Da pintura à interpretação da leitura. [Internet] [Thesis]. RCAAP; 2014. [cited 2019 Dec 11]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9025.

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

Council of Science Editors:

Marujo VMdS. Relatório de estágio do ensino da prática supervisionada. Da pintura à interpretação da leitura. [Thesis]. RCAAP; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9025

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


University of Arizona

26. ARMSTRONG, MAVIE ELIZABETH. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.

Degree: 1982, University of Arizona

 Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage… (more)

Subjects/Keywords: Language arts (Primary); Interaction analysis in education.; Classroom environment.

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

APA (6th Edition):

ARMSTRONG, M. E. (1982). A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184303

Chicago Manual of Style (16th Edition):

ARMSTRONG, MAVIE ELIZABETH. “A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. ” 1982. Doctoral Dissertation, University of Arizona. Accessed December 11, 2019. http://hdl.handle.net/10150/184303.

MLA Handbook (7th Edition):

ARMSTRONG, MAVIE ELIZABETH. “A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. ” 1982. Web. 11 Dec 2019.

Vancouver:

ARMSTRONG ME. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. [Internet] [Doctoral dissertation]. University of Arizona; 1982. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10150/184303.

Council of Science Editors:

ARMSTRONG ME. A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS. [Doctoral Dissertation]. University of Arizona; 1982. Available from: http://hdl.handle.net/10150/184303


California State University – San Bernardino

27. Gomez-Schardein, Diana. Integrating literature across the first grade curriculum through thematic units.

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

Transformational theoretical model  – Literature-based thematic units  – Reading, writing, listening, and speaking.

Subjects/Keywords: Literature  – Study and teaching (Primary); Reading (Primary)  – Language experience approach; Language arts (Primary); English language  – Study and teaching (Primary); Interdisciplinary approach in education; Education; Reading and Language

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

APA (6th Edition):

Gomez-Schardein, D. (1992). Integrating literature across the first grade curriculum through thematic units. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/710

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):

Gomez-Schardein, Diana. “Integrating literature across the first grade curriculum through thematic units.” 1992. Thesis, California State University – San Bernardino. Accessed December 11, 2019. http://scholarworks.lib.csusb.edu/etd-project/710.

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

MLA Handbook (7th Edition):

Gomez-Schardein, Diana. “Integrating literature across the first grade curriculum through thematic units.” 1992. Web. 11 Dec 2019.

Vancouver:

Gomez-Schardein D. Integrating literature across the first grade curriculum through thematic units. [Internet] [Thesis]. California State University – San Bernardino; 1992. [cited 2019 Dec 11]. Available from: http://scholarworks.lib.csusb.edu/etd-project/710.

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

Council of Science Editors:

Gomez-Schardein D. Integrating literature across the first grade curriculum through thematic units. [Thesis]. California State University – San Bernardino; 1992. Available from: http://scholarworks.lib.csusb.edu/etd-project/710

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


University of Alberta

28. Lim-Alparaque, Idrenne. The young child's understanding of commonly used instructional terms in language arts.

Degree: MEd, Department of Elementary Education, 1983, University of Alberta

Subjects/Keywords: Vocabulary.; Language and education.; Children – Language.; Comprehension.; Language arts (Primary) – Terminology.

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

APA (6th Edition):

Lim-Alparaque, I. (1983). The young child's understanding of commonly used instructional terms in language arts. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ws859j057

Chicago Manual of Style (16th Edition):

Lim-Alparaque, Idrenne. “The young child's understanding of commonly used instructional terms in language arts.” 1983. Masters Thesis, University of Alberta. Accessed December 11, 2019. https://era.library.ualberta.ca/files/ws859j057.

MLA Handbook (7th Edition):

Lim-Alparaque, Idrenne. “The young child's understanding of commonly used instructional terms in language arts.” 1983. Web. 11 Dec 2019.

Vancouver:

Lim-Alparaque I. The young child's understanding of commonly used instructional terms in language arts. [Internet] [Masters thesis]. University of Alberta; 1983. [cited 2019 Dec 11]. Available from: https://era.library.ualberta.ca/files/ws859j057.

Council of Science Editors:

Lim-Alparaque I. The young child's understanding of commonly used instructional terms in language arts. [Masters Thesis]. University of Alberta; 1983. Available from: https://era.library.ualberta.ca/files/ws859j057

29. Minton, Sylvia S. The nature of peer coaching at a National Writing Project summer institute.

Degree: 2015, The University of Texas at San Antonio

  Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown… (more)

Subjects/Keywords: Language arts

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

APA (6th Edition):

Minton, S. S. (2015). The nature of peer coaching at a National Writing Project summer institute. (Thesis). The University of Texas at San Antonio. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3702341

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):

Minton, Sylvia S. “The nature of peer coaching at a National Writing Project summer institute.” 2015. Thesis, The University of Texas at San Antonio. Accessed December 11, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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

MLA Handbook (7th Edition):

Minton, Sylvia S. “The nature of peer coaching at a National Writing Project summer institute.” 2015. Web. 11 Dec 2019.

Vancouver:

Minton SS. The nature of peer coaching at a National Writing Project summer institute. [Internet] [Thesis]. The University of Texas at San Antonio; 2015. [cited 2019 Dec 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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

Council of Science Editors:

Minton SS. The nature of peer coaching at a National Writing Project summer institute. [Thesis]. The University of Texas at San Antonio; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3702341

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

30. Almumen, Huda A. Technologically Supported SRSD and PMI| The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder.

Degree: 2017, State University of New York at Buffalo

  Writing is a vital skill for demonstrating academic knowledge and facilitating communication. Writing is required in most occupations and academic fields and is used… (more)

Subjects/Keywords: Language arts

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Almumen, H. A. (2017). Technologically Supported SRSD and PMI| The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283360

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):

Almumen, Huda A. “Technologically Supported SRSD and PMI| The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder.” 2017. Thesis, State University of New York at Buffalo. Accessed December 11, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10283360.

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

MLA Handbook (7th Edition):

Almumen, Huda A. “Technologically Supported SRSD and PMI| The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder.” 2017. Web. 11 Dec 2019.

Vancouver:

Almumen HA. Technologically Supported SRSD and PMI| The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder. [Internet] [Thesis]. State University of New York at Buffalo; 2017. [cited 2019 Dec 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283360.

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

Council of Science Editors:

Almumen HA. Technologically Supported SRSD and PMI| The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder. [Thesis]. State University of New York at Buffalo; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283360

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

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