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You searched for subject:(Learners at risk). Showing records 1 – 16 of 16 total matches.

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Texas A&M University

1. Chapa De La Rosa, Imelda Graciela. Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The findings of this study revealed that there were no significant correlations between the intrinsic or extrinsic factors and Resiliency or Proficiency. There were, however,… (more)

Subjects/Keywords: academic resilience; at-risk factors; English learners

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APA (6th Edition):

Chapa De La Rosa, I. G. (2018). Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174083

Chicago Manual of Style (16th Edition):

Chapa De La Rosa, Imelda Graciela. “Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/174083.

MLA Handbook (7th Edition):

Chapa De La Rosa, Imelda Graciela. “Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools.” 2018. Web. 24 Aug 2019.

Vancouver:

Chapa De La Rosa IG. Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/174083.

Council of Science Editors:

Chapa De La Rosa IG. Attributes That Promote Academic Resilience Among At-Risk English Learners in Two South Texas Middle Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174083


University of Waikato

2. Gilroy, Kirsty. Bridging the transition from Year 6 to Year 7: A New Zealand context .

Degree: 2018, University of Waikato

 The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year… (more)

Subjects/Keywords: transition; intermediate; middle school; vulnerable learners; at risk

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APA (6th Edition):

Gilroy, K. (2018). Bridging the transition from Year 6 to Year 7: A New Zealand context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12201

Chicago Manual of Style (16th Edition):

Gilroy, Kirsty. “Bridging the transition from Year 6 to Year 7: A New Zealand context .” 2018. Masters Thesis, University of Waikato. Accessed August 24, 2019. http://hdl.handle.net/10289/12201.

MLA Handbook (7th Edition):

Gilroy, Kirsty. “Bridging the transition from Year 6 to Year 7: A New Zealand context .” 2018. Web. 24 Aug 2019.

Vancouver:

Gilroy K. Bridging the transition from Year 6 to Year 7: A New Zealand context . [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10289/12201.

Council of Science Editors:

Gilroy K. Bridging the transition from Year 6 to Year 7: A New Zealand context . [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12201


Virginia Tech

3. Phillips, Sharon A. An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia.

Degree: PhD, Educational Leadership and Policy Studies, 2013, Virginia Tech

 The purpose of this study was to determine the impact of the levels of implementation of four Response to Intervention (RTI) components on the overall… (more)

Subjects/Keywords: Response to Intervention; Elementary School; At-Risk Learners; Special Education  

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APA (6th Edition):

Phillips, S. A. (2013). An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50657

Chicago Manual of Style (16th Edition):

Phillips, Sharon A. “An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia.” 2013. Doctoral Dissertation, Virginia Tech. Accessed August 24, 2019. http://hdl.handle.net/10919/50657.

MLA Handbook (7th Edition):

Phillips, Sharon A. “An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia.” 2013. Web. 24 Aug 2019.

Vancouver:

Phillips SA. An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10919/50657.

Council of Science Editors:

Phillips SA. An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50657


University of South Africa

4. Mnguni, Innocent Bongani. Investigating the causes of learner dropout at secondary schools in Johannesburg South, Gauteng.

Degree: 2014, University of South Africa

 The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three… (more)

Subjects/Keywords: Learner dropout; Teenage pregnancy; Parental involvement; Substance abuse; Peer pressure; At-risk learners; Learner; Attitudes; Strategies

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APA (6th Edition):

Mnguni, I. B. (2014). Investigating the causes of learner dropout at secondary schools in Johannesburg South, Gauteng. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18722

Chicago Manual of Style (16th Edition):

Mnguni, Innocent Bongani. “Investigating the causes of learner dropout at secondary schools in Johannesburg South, Gauteng.” 2014. Masters Thesis, University of South Africa. Accessed August 24, 2019. http://hdl.handle.net/10500/18722.

MLA Handbook (7th Edition):

Mnguni, Innocent Bongani. “Investigating the causes of learner dropout at secondary schools in Johannesburg South, Gauteng.” 2014. Web. 24 Aug 2019.

Vancouver:

Mnguni IB. Investigating the causes of learner dropout at secondary schools in Johannesburg South, Gauteng. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10500/18722.

Council of Science Editors:

Mnguni IB. Investigating the causes of learner dropout at secondary schools in Johannesburg South, Gauteng. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18722


University of Florida

5. Longa, Maria J. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2015, University of Florida

 Public education in the United States has the obligation of educating all individuals through a free K-12 school system. The benefits (social justice, global competition,… (more)

Subjects/Keywords: At risk students; Education; Educational research; English language learners; Finance; Funding; School surveys; Schools; Students; Vertical equity; education  – ell  – english  – finance  – k-12  – language  – learner  – public  – state

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APA (6th Edition):

Longa, M. J. (2015). Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047679

Chicago Manual of Style (16th Edition):

Longa, Maria J. “Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.” 2015. Doctoral Dissertation, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0047679.

MLA Handbook (7th Edition):

Longa, Maria J. “Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.” 2015. Web. 24 Aug 2019.

Vancouver:

Longa MJ. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0047679.

Council of Science Editors:

Longa MJ. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0047679


The Ohio State University

6. Singh, Angella Harjani. Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

 This study represents the third year of a three-year investigation of the effects of kindergarten literacy intervention on the reading risk of urban learners. The… (more)

Subjects/Keywords: Behaviorial Sciences; Biomedical Research; Black History; Education; Educational Evaluation; Educational Psychology; Elementary Education; Psychology; Reading Instruction; Teacher Education; urban learners; African American males; English Language Learners; at risk; supplemental early reading interventions; secondary interventions; follow-up study; longitudinal study

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APA (6th Edition):

Singh, A. H. (2008). Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401

Chicago Manual of Style (16th Edition):

Singh, Angella Harjani. “Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners.” 2008. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401.

MLA Handbook (7th Edition):

Singh, Angella Harjani. “Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners.” 2008. Web. 24 Aug 2019.

Vancouver:

Singh AH. Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401.

Council of Science Editors:

Singh AH. Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401

7. Sisco-Taylor, Dennis. Pseudo-Words vs. Real Words: Predicting Reading Outcomes for Culturally and Linguistically Diverse Students.

Degree: Education, 2012, University of California – Riverside

 This study investigated the utility of two early literacy screening measures, Nonsense Word Fluency (NWF) and Word Identification Fluency (WIF), with a sample of culturally… (more)

Subjects/Keywords: Educational psychology; Education; At Risk Populations; English Language Learners; Literacy; Reading; Screening

…Students that perform below a pre-determined benchmark are generally considered at-risk for… …them as at-risk or not at-risk for failing high stake assessments. Accordingly, in order to… …Thus, students reading less than 40 words correctly per minute would be identified as at-risk… …the majority of truly at-risk students will in fact be identified as at-risk and receive the… …Selecting at-risk first grade readers for early intervention: Eliminating false positives and… 

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APA (6th Edition):

Sisco-Taylor, D. (2012). Pseudo-Words vs. Real Words: Predicting Reading Outcomes for Culturally and Linguistically Diverse Students. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4rw4k7rk

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):

Sisco-Taylor, Dennis. “Pseudo-Words vs. Real Words: Predicting Reading Outcomes for Culturally and Linguistically Diverse Students.” 2012. Thesis, University of California – Riverside. Accessed August 24, 2019. http://www.escholarship.org/uc/item/4rw4k7rk.

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

MLA Handbook (7th Edition):

Sisco-Taylor, Dennis. “Pseudo-Words vs. Real Words: Predicting Reading Outcomes for Culturally and Linguistically Diverse Students.” 2012. Web. 24 Aug 2019.

Vancouver:

Sisco-Taylor D. Pseudo-Words vs. Real Words: Predicting Reading Outcomes for Culturally and Linguistically Diverse Students. [Internet] [Thesis]. University of California – Riverside; 2012. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/4rw4k7rk.

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

Council of Science Editors:

Sisco-Taylor D. Pseudo-Words vs. Real Words: Predicting Reading Outcomes for Culturally and Linguistically Diverse Students. [Thesis]. University of California – Riverside; 2012. Available from: http://www.escholarship.org/uc/item/4rw4k7rk

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

8. Rouse, Christina A. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING.

Degree: PhD, Educational Studies, 2014, The Ohio State University

 Students who are at-risk for reading require extra support with instruction and learning and have a greater chance of academic failure in the future. Thus,… (more)

Subjects/Keywords: Education; Special Education; Reading Instruction; reading comprehension, self-questioning strategy, at-risk learners, student-generated questions

…referred to as an at-risk learner (Bursuck & Damer, 2011). The National Reading Panel… …necessary for successful reading for students who are at-risk for learning (Bursuck & Damer… …x29;. Thus, when teaching students who are at-risk for reading how to comprehend, they… …risk for reading), as well as at various times throughout reading (i.e., before… …students do not read proficiently by the end of the third grade, they are at great risk for… 

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APA (6th Edition):

Rouse, C. A. (2014). THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444

Chicago Manual of Style (16th Edition):

Rouse, Christina A. “THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING.” 2014. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.

MLA Handbook (7th Edition):

Rouse, Christina A. “THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING.” 2014. Web. 24 Aug 2019.

Vancouver:

Rouse CA. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.

Council of Science Editors:

Rouse CA. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444


Queens University

9. Holtermann-Delong, Ena. Listening To The Voices of Four At-Risk Learners in One Alternative Environment .

Degree: Education, 2009, Queens University

 For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead… (more)

Subjects/Keywords: Technological Education; At-Risk Learners; Pedagogy; Curriculum; Student Voice; Authentic Learning; Care; Community; Alternative Educational Setting

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APA (6th Edition):

Holtermann-Delong, E. (2009). Listening To The Voices of Four At-Risk Learners in One Alternative Environment . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1816

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):

Holtermann-Delong, Ena. “Listening To The Voices of Four At-Risk Learners in One Alternative Environment .” 2009. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/1816.

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

MLA Handbook (7th Edition):

Holtermann-Delong, Ena. “Listening To The Voices of Four At-Risk Learners in One Alternative Environment .” 2009. Web. 24 Aug 2019.

Vancouver:

Holtermann-Delong E. Listening To The Voices of Four At-Risk Learners in One Alternative Environment . [Internet] [Thesis]. Queens University; 2009. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/1816.

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

Council of Science Editors:

Holtermann-Delong E. Listening To The Voices of Four At-Risk Learners in One Alternative Environment . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/1816

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

10. Kanotz, Brittany. The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners.

Degree: MA, EDU Physical Activity and Educational Services, 2014, The Ohio State University

 This study examined the effects of word box instruction on word identification and spelling performance of CVC (consonant-vowel-consonant) words of first grade students who are… (more)

Subjects/Keywords: Reading Instruction; Special Education; Teaching; Early Childhood Education; Education; word box instruction; at risk learners; phonemic awareness

…are at risk learners. Research suggest that the use of word box instruction can improve the… …who are at risk learners struggle with phonemic awareness, learn and segment phonemes into… …CVC words of first grade students who are at risk learners? 3. What are the teacher and… …at 1 risk of performing below grade level in other reading skills including… …research on word box instruction by examining the effects of word box instruction with at risk… 

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APA (6th Edition):

Kanotz, B. (2014). The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586

Chicago Manual of Style (16th Edition):

Kanotz, Brittany. “The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners.” 2014. Masters Thesis, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586.

MLA Handbook (7th Edition):

Kanotz, Brittany. “The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners.” 2014. Web. 24 Aug 2019.

Vancouver:

Kanotz B. The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners. [Internet] [Masters thesis]. The Ohio State University; 2014. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586.

Council of Science Editors:

Kanotz B. The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners. [Masters Thesis]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586

11. Finelli-Thomsen, Allegra Joy. Bilingual reading assessment : identification of English language learners at risk for reading disorders.

Degree: Communication Sciences and Disorders, 2012, University of Texas – Austin

 Children who are English Language Learners (ELLs) are often falsely identified with reading disorders. Similarly, some ELLs with true reading disorders are overlooked because it… (more)

Subjects/Keywords: Identification of English language learners at risk for reading disorders; Bilingualism; Literacy; Reading disorder; English Language Learner; Assessment

…differentiate between children with second language acquisition difficulty and children at risk for… …to accurately identify ELLs who may be at risk for reading disorders, studies have… …at varying rates. For example, when discussing an ELL’s second language proficiency… …were considered bilingual or English Language Learners. Three of the seven studies compared… …the performance of ELLs to at least one monolingual group. Even though monolingual children… 

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APA (6th Edition):

Finelli-Thomsen, A. J. (2012). Bilingual reading assessment : identification of English language learners at risk for reading disorders. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/17307

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):

Finelli-Thomsen, Allegra Joy. “Bilingual reading assessment : identification of English language learners at risk for reading disorders.” 2012. Thesis, University of Texas – Austin. Accessed August 24, 2019. http://hdl.handle.net/2152/17307.

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

MLA Handbook (7th Edition):

Finelli-Thomsen, Allegra Joy. “Bilingual reading assessment : identification of English language learners at risk for reading disorders.” 2012. Web. 24 Aug 2019.

Vancouver:

Finelli-Thomsen AJ. Bilingual reading assessment : identification of English language learners at risk for reading disorders. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2152/17307.

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

Council of Science Editors:

Finelli-Thomsen AJ. Bilingual reading assessment : identification of English language learners at risk for reading disorders. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/17307

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


University of South Africa

12. Sidogi, Mukondeleli Grace. The practice of inclusive education in the Thohoyandou area : a critical reflection.

Degree: 2001, University of South Africa

 The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that… (more)

Subjects/Keywords: Inclusive education; Learners experiencing barriers to learning and development; Actualise full potential; Learners with special educational needs; Attitudes; Integration; Mainstreaming; Medical model; Ecological systems model; Impairments; Disabilities; School support team; New education policy; Primary school; Systems or subsystems; Learners-at-risk

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APA (6th Edition):

Sidogi, M. G. (2001). The practice of inclusive education in the Thohoyandou area : a critical reflection. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/16031

Chicago Manual of Style (16th Edition):

Sidogi, Mukondeleli Grace. “The practice of inclusive education in the Thohoyandou area : a critical reflection.” 2001. Masters Thesis, University of South Africa. Accessed August 24, 2019. http://hdl.handle.net/10500/16031.

MLA Handbook (7th Edition):

Sidogi, Mukondeleli Grace. “The practice of inclusive education in the Thohoyandou area : a critical reflection.” 2001. Web. 24 Aug 2019.

Vancouver:

Sidogi MG. The practice of inclusive education in the Thohoyandou area : a critical reflection. [Internet] [Masters thesis]. University of South Africa; 2001. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10500/16031.

Council of Science Editors:

Sidogi MG. The practice of inclusive education in the Thohoyandou area : a critical reflection. [Masters Thesis]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/16031


Georgia Southern University

13. Bishop, Donna Regina. Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2006, Georgia Southern University

 Principals of elementary schools continue to be required to perform many duties which include administrative and instructional tasks. The increased accountability for all students to… (more)

Subjects/Keywords: ETD; Principal Leadership Behaviors; Student Achievement; At-Risk Learners; Instructional Leadership; Title I; Phenomenology; Qualitative Research; Elementary school principals; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Bishop, D. R. (2006). Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/307

Chicago Manual of Style (16th Edition):

Bishop, Donna Regina. “Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools.” 2006. Doctoral Dissertation, Georgia Southern University. Accessed August 24, 2019. https://digitalcommons.georgiasouthern.edu/etd/307.

MLA Handbook (7th Edition):

Bishop, Donna Regina. “Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools.” 2006. Web. 24 Aug 2019.

Vancouver:

Bishop DR. Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2006. [cited 2019 Aug 24]. Available from: https://digitalcommons.georgiasouthern.edu/etd/307.

Council of Science Editors:

Bishop DR. Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools. [Doctoral Dissertation]. Georgia Southern University; 2006. Available from: https://digitalcommons.georgiasouthern.edu/etd/307

14. Rodriguez, Ana. Parents Supporting Their Children in the Acquisition of Language and Number Sense .

Degree: 2013, California State University – Channel Islands

 The purpose of my project is to increase parental involvement by providing information about the English Language Development (ELD) Program in the Santa Paula Elementary… (more)

Subjects/Keywords: Education thesis; Parent participation; Second language acquisition; English language learners; Elementary education; Mathematics study and teaching; Number concept; At-risk students; Student achievement

…e n t s c a n p r a c t i c e at h o m e w i t h their children. T h e s c h o o l… …c i f i c strategies p a r e n t s c a n u s e at h o m e t o s u p p o r t their children… …e v e l o p m e n t . A s t h e E L D r e p r e s e n t a t i v e at G l e n C i t y E l e… …challenges that m a n y y o u n g learners face w h e n they attempt to m a k e sense of n u m b e… …t y p e o f p a r e n t i n v o l v e m e n t is L e a r n i n g at H o m e w h e r e t h… 

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

APA (6th Edition):

Rodriguez, A. (2013). Parents Supporting Their Children in the Acquisition of Language and Number Sense . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10211.3/72739

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

Chicago Manual of Style (16th Edition):

Rodriguez, Ana. “Parents Supporting Their Children in the Acquisition of Language and Number Sense .” 2013. Thesis, California State University – Channel Islands. Accessed August 24, 2019. http://hdl.handle.net/10211.3/72739.

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

MLA Handbook (7th Edition):

Rodriguez, Ana. “Parents Supporting Their Children in the Acquisition of Language and Number Sense .” 2013. Web. 24 Aug 2019.

Vancouver:

Rodriguez A. Parents Supporting Their Children in the Acquisition of Language and Number Sense . [Internet] [Thesis]. California State University – Channel Islands; 2013. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10211.3/72739.

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

Council of Science Editors:

Rodriguez A. Parents Supporting Their Children in the Acquisition of Language and Number Sense . [Thesis]. California State University – Channel Islands; 2013. Available from: http://hdl.handle.net/10211.3/72739

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


Georgia Southern University

15. Reese, Sharonlyn Jones. Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2008, Georgia Southern University

 Elementary principals are required to perform a variety of duties which include, but are not limited to, administrative and instructional tasks. Intense job accountability for… (more)

Subjects/Keywords: ETD; Academic achievement; At-risk learners/students; Higher performing school; Instructional leadership; Lived experiences; Lower performing school; Meets expectations; Minority achievement gap; Phenomenology; Problem children; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Reese, S. J. (2008). Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/196

Chicago Manual of Style (16th Edition):

Reese, Sharonlyn Jones. “Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students.” 2008. Doctoral Dissertation, Georgia Southern University. Accessed August 24, 2019. https://digitalcommons.georgiasouthern.edu/etd/196.

MLA Handbook (7th Edition):

Reese, Sharonlyn Jones. “Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students.” 2008. Web. 24 Aug 2019.

Vancouver:

Reese SJ. Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students. [Internet] [Doctoral dissertation]. Georgia Southern University; 2008. [cited 2019 Aug 24]. Available from: https://digitalcommons.georgiasouthern.edu/etd/196.

Council of Science Editors:

Reese SJ. Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students. [Doctoral Dissertation]. Georgia Southern University; 2008. Available from: https://digitalcommons.georgiasouthern.edu/etd/196

16. McCollum, Barbara D. The Caring Beliefs and Practices of Effective Teachers.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2014, Georgia Southern University

  Current educational reform tends to emphasize an impersonal test-driven approach to teaching while the present research maintains this reform is inequitable because it neglects… (more)

Subjects/Keywords: ETD; Achievement; Achievement gap; Affective domain; “At-risk; ” Caring; Culture; Culturally Responsive Teaching (CRT); Effective teachers; English Learners (ELs); Equitable educational reform; Curriculum and Instruction; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…Focus on the affective domain of learning for “at-risklearners from effective teachers… …of education, may be the exact opposite of what “at-risklearners need. Last year my… …rallied behind their “at-risk” students and forged relationships that made a difference in their… …caring as a framework for examining the achievement of “at-risk” students (Alder, 2002… …should be the basis for ethical decision-making and students placed at risk need challenging… 

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

APA (6th Edition):

McCollum, B. D. (2014). The Caring Beliefs and Practices of Effective Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1186

Chicago Manual of Style (16th Edition):

McCollum, Barbara D. “The Caring Beliefs and Practices of Effective Teachers.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed August 24, 2019. https://digitalcommons.georgiasouthern.edu/etd/1186.

MLA Handbook (7th Edition):

McCollum, Barbara D. “The Caring Beliefs and Practices of Effective Teachers.” 2014. Web. 24 Aug 2019.

Vancouver:

McCollum BD. The Caring Beliefs and Practices of Effective Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Aug 24]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1186.

Council of Science Editors:

McCollum BD. The Caring Beliefs and Practices of Effective Teachers. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1186

.