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You searched for subject:(Limited education). Showing records 1 – 30 of 46 total matches.

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1. Ahmed, Ahmed. The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States.

Degree: MA, English, 2019, St. Cloud State University

  Abstract This research examines the experience of Somali latecomer students with limited or interrupted formal education (SLIFE). SLIFE students are a subset of the… (more)

Subjects/Keywords: SLIFE; ESL students; Limited education; Somali; SIFE

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

APA (6th Edition):

Ahmed, A. (2019). The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/151

Chicago Manual of Style (16th Edition):

Ahmed, Ahmed. “The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States.” 2019. Masters Thesis, St. Cloud State University. Accessed August 18, 2019. https://repository.stcloudstate.edu/engl_etds/151.

MLA Handbook (7th Edition):

Ahmed, Ahmed. “The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States.” 2019. Web. 18 Aug 2019.

Vancouver:

Ahmed A. The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2019 Aug 18]. Available from: https://repository.stcloudstate.edu/engl_etds/151.

Council of Science Editors:

Ahmed A. The Experience of Somali SLIFE Late Comers Students in the Midwest of the United States. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/engl_etds/151


Kent State University

2. Liu, Jinghuan. The Most Disadvantaged: An Examination and Analysis of Rural Girls' Access to Higher Education in China.

Degree: MA, College of Education, Health, and Human Services / Department of Educational Foundations and Special Services, 2008, Kent State University

 This paper examines the current disadvantaged status of rural Chinese girls access to higher education and analyzes their and their parents mentality. The worldwide progress… (more)

Subjects/Keywords: Education; Rural Chinese girls; higher education; disadvantaged; Limited Good; patriarchy

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APA (6th Edition):

Liu, J. (2008). The Most Disadvantaged: An Examination and Analysis of Rural Girls' Access to Higher Education in China. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1207896230

Chicago Manual of Style (16th Edition):

Liu, Jinghuan. “The Most Disadvantaged: An Examination and Analysis of Rural Girls' Access to Higher Education in China.” 2008. Masters Thesis, Kent State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207896230.

MLA Handbook (7th Edition):

Liu, Jinghuan. “The Most Disadvantaged: An Examination and Analysis of Rural Girls' Access to Higher Education in China.” 2008. Web. 18 Aug 2019.

Vancouver:

Liu J. The Most Disadvantaged: An Examination and Analysis of Rural Girls' Access to Higher Education in China. [Internet] [Masters thesis]. Kent State University; 2008. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1207896230.

Council of Science Editors:

Liu J. The Most Disadvantaged: An Examination and Analysis of Rural Girls' Access to Higher Education in China. [Masters Thesis]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1207896230


Harvard University

3. Nze, Chijioke. Changing the Conversation: Assessing the Hidden Curriculum of Medical Student Education and Improving the Care of Patients With Limited English Proficiency Through Resident Training.

Degree: Doctor of Medicine, 2017, Harvard University

 Purpose: Patients with limited English proficiency (LEP) are a growing population and are at increased risk for lower quality and safety of care due in… (more)

Subjects/Keywords: LEP-HC; Hidden curriculum; Limited english proficiency; medical education

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APA (6th Edition):

Nze, C. (2017). Changing the Conversation: Assessing the Hidden Curriculum of Medical Student Education and Improving the Care of Patients With Limited English Proficiency Through Resident Training. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621383

Chicago Manual of Style (16th Edition):

Nze, Chijioke. “Changing the Conversation: Assessing the Hidden Curriculum of Medical Student Education and Improving the Care of Patients With Limited English Proficiency Through Resident Training.” 2017. Doctoral Dissertation, Harvard University. Accessed August 18, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621383.

MLA Handbook (7th Edition):

Nze, Chijioke. “Changing the Conversation: Assessing the Hidden Curriculum of Medical Student Education and Improving the Care of Patients With Limited English Proficiency Through Resident Training.” 2017. Web. 18 Aug 2019.

Vancouver:

Nze C. Changing the Conversation: Assessing the Hidden Curriculum of Medical Student Education and Improving the Care of Patients With Limited English Proficiency Through Resident Training. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Aug 18]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621383.

Council of Science Editors:

Nze C. Changing the Conversation: Assessing the Hidden Curriculum of Medical Student Education and Improving the Care of Patients With Limited English Proficiency Through Resident Training. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621383

4. Straley, Kelli. Personal Experiences of Latin American Students with Limited or Interrupted Formal Education.

Degree: MA, English, 2016, St. Cloud State University

  The United States and countries around the world are experiencing a growth of students who have recently arrived with limited or no formal education(more)

Subjects/Keywords: SLIFE; Latin America; ESL; students; limited education; SIFE

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APA (6th Edition):

Straley, K. (2016). Personal Experiences of Latin American Students with Limited or Interrupted Formal Education. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/49

Chicago Manual of Style (16th Edition):

Straley, Kelli. “Personal Experiences of Latin American Students with Limited or Interrupted Formal Education.” 2016. Masters Thesis, St. Cloud State University. Accessed August 18, 2019. https://repository.stcloudstate.edu/engl_etds/49.

MLA Handbook (7th Edition):

Straley, Kelli. “Personal Experiences of Latin American Students with Limited or Interrupted Formal Education.” 2016. Web. 18 Aug 2019.

Vancouver:

Straley K. Personal Experiences of Latin American Students with Limited or Interrupted Formal Education. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2019 Aug 18]. Available from: https://repository.stcloudstate.edu/engl_etds/49.

Council of Science Editors:

Straley K. Personal Experiences of Latin American Students with Limited or Interrupted Formal Education. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/engl_etds/49


Brigham Young University

5. Gaither, Patricia Grace. What Types of After-School Programs Benefit LEP Students?.

Degree: MS, 2012, Brigham Young University

 With the increase in federal funding for the 21st Century Community Learning Centers (21st CCLC) after-school program, more intricate evaluations are needed to assess the… (more)

Subjects/Keywords: after-school; 21st CCLC; education; limited English proficiency; Sociology

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APA (6th Edition):

Gaither, P. G. (2012). What Types of After-School Programs Benefit LEP Students?. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4331&context=etd

Chicago Manual of Style (16th Edition):

Gaither, Patricia Grace. “What Types of After-School Programs Benefit LEP Students?.” 2012. Masters Thesis, Brigham Young University. Accessed August 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4331&context=etd.

MLA Handbook (7th Edition):

Gaither, Patricia Grace. “What Types of After-School Programs Benefit LEP Students?.” 2012. Web. 18 Aug 2019.

Vancouver:

Gaither PG. What Types of After-School Programs Benefit LEP Students?. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Aug 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4331&context=etd.

Council of Science Editors:

Gaither PG. What Types of After-School Programs Benefit LEP Students?. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4331&context=etd

6. Schmidt de Carranza, Sarah. Perceptions of Students With and Without Limited Formal Schooling.

Degree: 2017, Minnesota State University – Mankato

 The purpose of this study was to examine and compare the perceptions that refugee and non-refugee English language learners hold of their academic performance and… (more)

Subjects/Keywords: English learners; Refugees; Students with limited formal education; Students with limited interrupted education; Bilingual, Multilingual, and Multicultural Education; Educational Methods; Language and Literacy Education

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APA (6th Edition):

Schmidt de Carranza, S. (2017). Perceptions of Students With and Without Limited Formal Schooling. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/707

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):

Schmidt de Carranza, Sarah. “Perceptions of Students With and Without Limited Formal Schooling.” 2017. Thesis, Minnesota State University – Mankato. Accessed August 18, 2019. https://cornerstone.lib.mnsu.edu/etds/707.

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

MLA Handbook (7th Edition):

Schmidt de Carranza, Sarah. “Perceptions of Students With and Without Limited Formal Schooling.” 2017. Web. 18 Aug 2019.

Vancouver:

Schmidt de Carranza S. Perceptions of Students With and Without Limited Formal Schooling. [Internet] [Thesis]. Minnesota State University – Mankato; 2017. [cited 2019 Aug 18]. Available from: https://cornerstone.lib.mnsu.edu/etds/707.

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

Council of Science Editors:

Schmidt de Carranza S. Perceptions of Students With and Without Limited Formal Schooling. [Thesis]. Minnesota State University – Mankato; 2017. Available from: https://cornerstone.lib.mnsu.edu/etds/707

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


Texas A&M University

7. Obamehinti, Feyi. The Values of Immigrant Students on Citizenship as a Trait of Character Education.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance to Texas… (more)

Subjects/Keywords: Character Education; Citizenship; Immigrant; English Language Learners; Limited English Proficient; Character Traits

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APA (6th Edition):

Obamehinti, F. (2014). The Values of Immigrant Students on Citizenship as a Trait of Character Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152656

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):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Thesis, Texas A&M University. Accessed August 18, 2019. http://hdl.handle.net/1969.1/152656.

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

MLA Handbook (7th Edition):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Web. 18 Aug 2019.

Vancouver:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1969.1/152656.

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

Council of Science Editors:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152656

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


University of Minnesota

8. Watson, Jill A. Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling.

Degree: PhD, Education, Curriculum and Instruction, 2010, University of Minnesota

 The presence of older learners with limited formal literacy and schooling in U.S. high schools constitutes an intense and unique instance of the encounter of… (more)

Subjects/Keywords: English Language Learners; Epistemology; Hermeneutics; Limited Formal Schooling; Literacy Instruction; Neocolonialism; Education, Curriculum and Instruction

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APA (6th Edition):

Watson, J. A. (2010). Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/95766

Chicago Manual of Style (16th Edition):

Watson, Jill A. “Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling.” 2010. Doctoral Dissertation, University of Minnesota. Accessed August 18, 2019. http://purl.umn.edu/95766.

MLA Handbook (7th Edition):

Watson, Jill A. “Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling.” 2010. Web. 18 Aug 2019.

Vancouver:

Watson JA. Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2019 Aug 18]. Available from: http://purl.umn.edu/95766.

Council of Science Editors:

Watson JA. Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/95766


University of Pretoria

9. Muchiri, Jane Wanjiku. Development and evaluation of a nutrition education programme for adults with type 2 diabetes mellitus in a resource limited setting of the Moretele sub-district, North West Province (South Africa).

Degree: Human Nutrition, 2013, University of Pretoria

 Background: Diabetes self-management education, including nutrition education (NE) is an essential component of diabetes management. Effective NE can assist individuals with type 2 diabetes mellitus… (more)

Subjects/Keywords: Haemoglobin a1c.; Medical nutrition therapy; Diabetes knowledge; Diabetes self-management education; Attitudes; Resource limited; Nutrition education; Type 2 diabetes mellitus; UCTD

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APA (6th Edition):

Muchiri, J. W. (2013). Development and evaluation of a nutrition education programme for adults with type 2 diabetes mellitus in a resource limited setting of the Moretele sub-district, North West Province (South Africa). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/31618

Chicago Manual of Style (16th Edition):

Muchiri, Jane Wanjiku. “Development and evaluation of a nutrition education programme for adults with type 2 diabetes mellitus in a resource limited setting of the Moretele sub-district, North West Province (South Africa).” 2013. Doctoral Dissertation, University of Pretoria. Accessed August 18, 2019. http://hdl.handle.net/2263/31618.

MLA Handbook (7th Edition):

Muchiri, Jane Wanjiku. “Development and evaluation of a nutrition education programme for adults with type 2 diabetes mellitus in a resource limited setting of the Moretele sub-district, North West Province (South Africa).” 2013. Web. 18 Aug 2019.

Vancouver:

Muchiri JW. Development and evaluation of a nutrition education programme for adults with type 2 diabetes mellitus in a resource limited setting of the Moretele sub-district, North West Province (South Africa). [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2263/31618.

Council of Science Editors:

Muchiri JW. Development and evaluation of a nutrition education programme for adults with type 2 diabetes mellitus in a resource limited setting of the Moretele sub-district, North West Province (South Africa). [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/31618

10. Murphy, Sachiko Tamura. Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students .

Degree: 2002, Drake U

 The recent influx of immigrants and refugees in Iowa has caused an increase in the population of Limited English Proficient (LEP) students in the schools… (more)

Subjects/Keywords: Limited English proficient students – Iowa; Education, Bilingual – Iowa

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APA (6th Edition):

Murphy, S. T. (2002). Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/310

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):

Murphy, Sachiko Tamura. “Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students .” 2002. Thesis, Drake U. Accessed August 18, 2019. http://hdl.handle.net/2092/310.

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

MLA Handbook (7th Edition):

Murphy, Sachiko Tamura. “Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students .” 2002. Web. 18 Aug 2019.

Vancouver:

Murphy ST. Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students . [Internet] [Thesis]. Drake U; 2002. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2092/310.

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

Council of Science Editors:

Murphy ST. Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students . [Thesis]. Drake U; 2002. Available from: http://hdl.handle.net/2092/310

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


University of Alabama

11. Moore, Janet Cain. Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates.

Degree: 2014, University of Alabama

 The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Higher education; academic success; APR; limited-resource institutions; NCAA; predictors; student-athlete

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APA (6th Edition):

Moore, J. C. (2014). Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/116085

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):

Moore, Janet Cain. “Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates.” 2014. Thesis, University of Alabama. Accessed August 18, 2019. http://purl.lib.ua.edu/116085.

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

MLA Handbook (7th Edition):

Moore, Janet Cain. “Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates.” 2014. Web. 18 Aug 2019.

Vancouver:

Moore JC. Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Aug 18]. Available from: http://purl.lib.ua.edu/116085.

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

Council of Science Editors:

Moore JC. Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/116085

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


University of Dayton

12. Vo, Tuongvi N. Paired Reading Intervention for Limited English Proficient Students.

Degree: Specialist in Education (Ed.S.), School Psychology, 2011, University of Dayton

 The purpose of this research was to determine the impact of an academic intervention called “Paired Reading” for three Limited English Proficient (LEP) students on… (more)

Subjects/Keywords: Education; English As A Second Language; Paired Reading; Limited English Proficient; English as a Second Language

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APA (6th Edition):

Vo, T. N. (2011). Paired Reading Intervention for Limited English Proficient Students. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375

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):

Vo, Tuongvi N. “Paired Reading Intervention for Limited English Proficient Students.” 2011. Thesis, University of Dayton. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375.

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

MLA Handbook (7th Edition):

Vo, Tuongvi N. “Paired Reading Intervention for Limited English Proficient Students.” 2011. Web. 18 Aug 2019.

Vancouver:

Vo TN. Paired Reading Intervention for Limited English Proficient Students. [Internet] [Thesis]. University of Dayton; 2011. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375.

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

Council of Science Editors:

Vo TN. Paired Reading Intervention for Limited English Proficient Students. [Thesis]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375

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


Virginia Tech

13. Kazembe, Manuel Boyd. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 Retracing Footsteps of the Literati: Towards an Understanding of Literacy Development through Stories of Malawian Teacher Educators Manuel B. Kazembe (ABSTRACT) If there is a… (more)

Subjects/Keywords: literacy development; teacher education; learning; print-limited environment

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APA (6th Edition):

Kazembe, M. B. (2005). Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30058

Chicago Manual of Style (16th Edition):

Kazembe, Manuel Boyd. “Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.” 2005. Doctoral Dissertation, Virginia Tech. Accessed August 18, 2019. http://hdl.handle.net/10919/30058.

MLA Handbook (7th Edition):

Kazembe, Manuel Boyd. “Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.” 2005. Web. 18 Aug 2019.

Vancouver:

Kazembe MB. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10919/30058.

Council of Science Editors:

Kazembe MB. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/30058


Seton Hall University

14. Tiedemann, Michele P. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  State and federal regulations mandated standardized testing of students, including disadvantaged students: economically disadvantaged students, students with disabilities, and students with Limited English Proficiency… (more)

Subjects/Keywords: parent perspectives; standardized test; LEP; limited English proficiency; disadvantaged students; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Tiedemann, M. P. (2018). Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2491

Chicago Manual of Style (16th Edition):

Tiedemann, Michele P. “Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 18, 2019. http://scholarship.shu.edu/dissertations/2491.

MLA Handbook (7th Edition):

Tiedemann, Michele P. “Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.” 2018. Web. 18 Aug 2019.

Vancouver:

Tiedemann MP. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 18]. Available from: http://scholarship.shu.edu/dissertations/2491.

Council of Science Editors:

Tiedemann MP. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2491

15. Doyle, Sara L. Transitioning a Lutheran Elementary School to Meet the Needs of English Language Learners and their Families: the First Two Years.

Degree: 2010, Regis University

 The number of students in American schools whose first language is not English has grown dramatically in the past twenty years. Crawford (2004) reports that… (more)

Subjects/Keywords: Education; English language learners; primary education; limited English proficient students; public school; Regis University MED thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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APA (6th Edition):

Doyle, S. L. (2010). Transitioning a Lutheran Elementary School to Meet the Needs of English Language Learners and their Families: the First Two Years. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/3

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

Chicago Manual of Style (16th Edition):

Doyle, Sara L. “Transitioning a Lutheran Elementary School to Meet the Needs of English Language Learners and their Families: the First Two Years.” 2010. Thesis, Regis University. Accessed August 18, 2019. http://epublications.regis.edu/theses/3.

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

MLA Handbook (7th Edition):

Doyle, Sara L. “Transitioning a Lutheran Elementary School to Meet the Needs of English Language Learners and their Families: the First Two Years.” 2010. Web. 18 Aug 2019.

Vancouver:

Doyle SL. Transitioning a Lutheran Elementary School to Meet the Needs of English Language Learners and their Families: the First Two Years. [Internet] [Thesis]. Regis University; 2010. [cited 2019 Aug 18]. Available from: http://epublications.regis.edu/theses/3.

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

Council of Science Editors:

Doyle SL. Transitioning a Lutheran Elementary School to Meet the Needs of English Language Learners and their Families: the First Two Years. [Thesis]. Regis University; 2010. Available from: http://epublications.regis.edu/theses/3

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


University College Cork

16. Alghizzi, Talal Musaed. Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners.

Degree: 2017, University College Cork

 The purpose of this longitudinal exploratory research is to investigate the influence of four factors: proficiency levels, text types, times, and learning environments on the… (more)

Subjects/Keywords: Distance education; Traditional education; Blended education; Limited attentional capacity model; Multiple attentional resources; Writing skills; Complexity, accuracy, and fluency; Trade-off hypothesis; Cognition hypothesis

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APA (6th Edition):

Alghizzi, T. M. (2017). Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/4815

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):

Alghizzi, Talal Musaed. “Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners.” 2017. Thesis, University College Cork. Accessed August 18, 2019. http://hdl.handle.net/10468/4815.

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

MLA Handbook (7th Edition):

Alghizzi, Talal Musaed. “Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners.” 2017. Web. 18 Aug 2019.

Vancouver:

Alghizzi TM. Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners. [Internet] [Thesis]. University College Cork; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10468/4815.

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

Council of Science Editors:

Alghizzi TM. Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners. [Thesis]. University College Cork; 2017. Available from: http://hdl.handle.net/10468/4815

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


Wilfrid Laurier University

17. Ledger, Stephanie. SHIFTING PEDAGOGY FOR ADOLESCENT REFUGEES WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: A CASE STUDY OF THE PROFESSIONAL EXPERIENCES OF A SECONDARY ENGLISH LITERACY DEVELOPMENT TEACHER.

Degree: 2017, Wilfrid Laurier University

 In recent years, there has been a large influx of refugees into settlement countries worldwide. In Canada, this displaced population includes many adolescent students of… (more)

Subjects/Keywords: Adolescent refugee; Early literacy instruction; English Literacy Development; Students of limited or interrupted formal education (SLIFE); Student-centred pedagogy; Teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Ledger, S. (2017). SHIFTING PEDAGOGY FOR ADOLESCENT REFUGEES WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: A CASE STUDY OF THE PROFESSIONAL EXPERIENCES OF A SECONDARY ENGLISH LITERACY DEVELOPMENT TEACHER. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1975

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):

Ledger, Stephanie. “SHIFTING PEDAGOGY FOR ADOLESCENT REFUGEES WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: A CASE STUDY OF THE PROFESSIONAL EXPERIENCES OF A SECONDARY ENGLISH LITERACY DEVELOPMENT TEACHER.” 2017. Thesis, Wilfrid Laurier University. Accessed August 18, 2019. https://scholars.wlu.ca/etd/1975.

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

MLA Handbook (7th Edition):

Ledger, Stephanie. “SHIFTING PEDAGOGY FOR ADOLESCENT REFUGEES WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: A CASE STUDY OF THE PROFESSIONAL EXPERIENCES OF A SECONDARY ENGLISH LITERACY DEVELOPMENT TEACHER.” 2017. Web. 18 Aug 2019.

Vancouver:

Ledger S. SHIFTING PEDAGOGY FOR ADOLESCENT REFUGEES WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: A CASE STUDY OF THE PROFESSIONAL EXPERIENCES OF A SECONDARY ENGLISH LITERACY DEVELOPMENT TEACHER. [Internet] [Thesis]. Wilfrid Laurier University; 2017. [cited 2019 Aug 18]. Available from: https://scholars.wlu.ca/etd/1975.

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

Council of Science Editors:

Ledger S. SHIFTING PEDAGOGY FOR ADOLESCENT REFUGEES WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: A CASE STUDY OF THE PROFESSIONAL EXPERIENCES OF A SECONDARY ENGLISH LITERACY DEVELOPMENT TEACHER. [Thesis]. Wilfrid Laurier University; 2017. Available from: https://scholars.wlu.ca/etd/1975

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


University of Florida

18. Haynes, Clifford. From Starting Point to Support System Experiences of Female Students' Involvement in an Engineering Living-Learning Program.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 The purpose of this study is to describe female students' experiences in an engineering living-learning program using a constructivist theoretical perspective. This study aims to… (more)

Subjects/Keywords: Academic communities; College students; Colleges; Dormitories; Educational research; Engineering; Gender roles; Limited liability partnerships; Social interaction; Women; community  – education  – engineering  – hall  – living-learning  – metaphors  – residence  – stem  – women

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APA (6th Edition):

Haynes, C. (2014). From Starting Point to Support System Experiences of Female Students' Involvement in an Engineering Living-Learning Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047071

Chicago Manual of Style (16th Edition):

Haynes, Clifford. “From Starting Point to Support System Experiences of Female Students' Involvement in an Engineering Living-Learning Program.” 2014. Doctoral Dissertation, University of Florida. Accessed August 18, 2019. http://ufdc.ufl.edu/UFE0047071.

MLA Handbook (7th Edition):

Haynes, Clifford. “From Starting Point to Support System Experiences of Female Students' Involvement in an Engineering Living-Learning Program.” 2014. Web. 18 Aug 2019.

Vancouver:

Haynes C. From Starting Point to Support System Experiences of Female Students' Involvement in an Engineering Living-Learning Program. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Aug 18]. Available from: http://ufdc.ufl.edu/UFE0047071.

Council of Science Editors:

Haynes C. From Starting Point to Support System Experiences of Female Students' Involvement in an Engineering Living-Learning Program. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047071


Rhodes University

19. Kuhlane, Zukiswa. An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study.

Degree: Faculty of Education, Education, 2012, Rhodes University

 This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern… (more)

Subjects/Keywords: Science  – Study and teaching (Primary)  – Research  – South Africa; Prior learning  – South Africa; Limited English-proficient students  – Education (Primary)  – South Africa; Teaching  – Aids and devices  – Research

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APA (6th Edition):

Kuhlane, Z. (2012). An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003484

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):

Kuhlane, Zukiswa. “An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study.” 2012. Thesis, Rhodes University. Accessed August 18, 2019. http://hdl.handle.net/10962/d1003484.

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

MLA Handbook (7th Edition):

Kuhlane, Zukiswa. “An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study.” 2012. Web. 18 Aug 2019.

Vancouver:

Kuhlane Z. An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study. [Internet] [Thesis]. Rhodes University; 2012. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10962/d1003484.

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

Council of Science Editors:

Kuhlane Z. An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1003484

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


Virginia Tech

20. Li, Songze. K-12 STEM Educators and the Inclusive Classroom.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited(more)

Subjects/Keywords: STEM education; students with disabilities (SWD); Limited English Proficiency (LEP); teacher professional development; teacher satisfaction and retention; School and Staffing Survey Teacher Questionnaire (SASS TQ); Logistic regression

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APA (6th Edition):

Li, S. (2016). K-12 STEM Educators and the Inclusive Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81252

Chicago Manual of Style (16th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 18, 2019. http://hdl.handle.net/10919/81252.

MLA Handbook (7th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Web. 18 Aug 2019.

Vancouver:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10919/81252.

Council of Science Editors:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81252

21. Crosby, Erin E. Response to intervention with English learners: implications for appropriate assessment and special education referrals.

Degree: 2013, California State University – Sacramento

 The authors collaborated and shared equal responsibility in all aspects of the development of this project that reviews current research and best practices for assessing… (more)

Subjects/Keywords: Language acquisition; Limited English proficiency; Special education eligibility

…within the special education population (Liu, Ortiz, Wilkinson, Robertson, & Kushner, 2008… …referred to special education and receive special education support than their monolingual… …Learners in special education has historically been a topic of concern, the issue continues to… …special education due to cultural and language factors rather than cognitive or learning… …performance, they may be more likely to refer an EL student for a special education referral. It is… 

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APA (6th Edition):

Crosby, E. E. (2013). Response to intervention with English learners: implications for appropriate assessment and special education referrals. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2054

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):

Crosby, Erin E. “Response to intervention with English learners: implications for appropriate assessment and special education referrals.” 2013. Thesis, California State University – Sacramento. Accessed August 18, 2019. http://hdl.handle.net/10211.9/2054.

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

MLA Handbook (7th Edition):

Crosby, Erin E. “Response to intervention with English learners: implications for appropriate assessment and special education referrals.” 2013. Web. 18 Aug 2019.

Vancouver:

Crosby EE. Response to intervention with English learners: implications for appropriate assessment and special education referrals. [Internet] [Thesis]. California State University – Sacramento; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.9/2054.

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

Council of Science Editors:

Crosby EE. Response to intervention with English learners: implications for appropriate assessment and special education referrals. [Thesis]. California State University – Sacramento; 2013. Available from: http://hdl.handle.net/10211.9/2054

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


Northeastern University

22. Ugwu, Emilia Uchennaya. Changes in Texas English language learners' academic achievement scores after No Child Left Behind.

Degree: EdD, School of Education, 2013, Northeastern University

 The "No Child Left Behind Act of 2001" (NCLB) was implemented in order to help narrow or close achievement gaps among the United States of… (more)

Subjects/Keywords: achievement test scores; bilingual education; English as a second language; English language learners; limited English proficient; No Child Left Behind; Texas; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Ugwu, E. U. (2013). Changes in Texas English language learners' academic achievement scores after No Child Left Behind. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004820

Chicago Manual of Style (16th Edition):

Ugwu, Emilia Uchennaya. “Changes in Texas English language learners' academic achievement scores after No Child Left Behind.” 2013. Doctoral Dissertation, Northeastern University. Accessed August 18, 2019. http://hdl.handle.net/2047/d20004820.

MLA Handbook (7th Edition):

Ugwu, Emilia Uchennaya. “Changes in Texas English language learners' academic achievement scores after No Child Left Behind.” 2013. Web. 18 Aug 2019.

Vancouver:

Ugwu EU. Changes in Texas English language learners' academic achievement scores after No Child Left Behind. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2047/d20004820.

Council of Science Editors:

Ugwu EU. Changes in Texas English language learners' academic achievement scores after No Child Left Behind. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20004820


Liberty University

23. Patterson, John. Identifying as Husbands, Fathers, and School Leaders: A Phenomenology of Doctoral Persistence among Limited Residency Students.

Degree: 2017, Liberty University

 This transcendental phenomenological study investigated doctoral persistence for males (N = 13) who completed their limited residency doctoral program (LRDP) while managing their family roles… (more)

Subjects/Keywords: Father; Husband; Limited Residency Doctoral Program (LRDP); Persistence; School Leader; Student Integration Theory (SIT); Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Psychology; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Patterson, J. (2017). Identifying as Husbands, Fathers, and School Leaders: A Phenomenology of Doctoral Persistence among Limited Residency Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1629

Chicago Manual of Style (16th Edition):

Patterson, John. “Identifying as Husbands, Fathers, and School Leaders: A Phenomenology of Doctoral Persistence among Limited Residency Students.” 2017. Doctoral Dissertation, Liberty University. Accessed August 18, 2019. http://digitalcommons.liberty.edu/doctoral/1629.

MLA Handbook (7th Edition):

Patterson, John. “Identifying as Husbands, Fathers, and School Leaders: A Phenomenology of Doctoral Persistence among Limited Residency Students.” 2017. Web. 18 Aug 2019.

Vancouver:

Patterson J. Identifying as Husbands, Fathers, and School Leaders: A Phenomenology of Doctoral Persistence among Limited Residency Students. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Aug 18]. Available from: http://digitalcommons.liberty.edu/doctoral/1629.

Council of Science Editors:

Patterson J. Identifying as Husbands, Fathers, and School Leaders: A Phenomenology of Doctoral Persistence among Limited Residency Students. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1629


Kansas State University

24. Martin, Lisa J. Online nutrition education: perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program.

Degree: MPH, Department of Human Nutrition, 2007, Kansas State University

 Nutrition education programs strive to help low-income people make optimal food choices while living on a limited budget. This study addressed perceived understanding, acceptance, and… (more)

Subjects/Keywords: Nutrition education; Limited resource; Online learning; Expanded Food and Nutrition Education Program (EFNEP); Family nutrition; Nutrition curriculum; Health Sciences, Nutrition (0570)

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APA (6th Edition):

Martin, L. J. (2007). Online nutrition education: perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/370

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):

Martin, Lisa J. “Online nutrition education: perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program.” 2007. Thesis, Kansas State University. Accessed August 18, 2019. http://hdl.handle.net/2097/370.

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

MLA Handbook (7th Edition):

Martin, Lisa J. “Online nutrition education: perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program.” 2007. Web. 18 Aug 2019.

Vancouver:

Martin LJ. Online nutrition education: perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program. [Internet] [Thesis]. Kansas State University; 2007. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2097/370.

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

Council of Science Editors:

Martin LJ. Online nutrition education: perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program. [Thesis]. Kansas State University; 2007. Available from: http://hdl.handle.net/2097/370

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

25. Mcllwain, Courtney. Effective strategies for speakers of a LOTE in an Elementary general education classroom .

Degree: 2016, SUNY College at Fredonia

 This research focuses on effective strategies used for speakers of a language other than English (LOTE) in an elementary general education classroom. It also addresses… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Case studies; Limited English-proficient students – Education (Early childhood) – New York (State), Western; English language – Study and teaching(Early childhood) – Foreign speakers; Language and education

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APA (6th Edition):

Mcllwain, C. (2016). Effective strategies for speakers of a LOTE in an Elementary general education classroom . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70392

Chicago Manual of Style (16th Edition):

Mcllwain, Courtney. “Effective strategies for speakers of a LOTE in an Elementary general education classroom .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed August 18, 2019. http://hdl.handle.net/1951/70392.

MLA Handbook (7th Edition):

Mcllwain, Courtney. “Effective strategies for speakers of a LOTE in an Elementary general education classroom .” 2016. Web. 18 Aug 2019.

Vancouver:

Mcllwain C. Effective strategies for speakers of a LOTE in an Elementary general education classroom . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1951/70392.

Council of Science Editors:

Mcllwain C. Effective strategies for speakers of a LOTE in an Elementary general education classroom . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70392


University of New Mexico

26. Baca, Gabriel C. ENGLISH LANGUAGE LEARNERS IN TITLE I PROGRAMS IN NEW MEXICO PUBLIC SCHOOLS.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

  Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) and subsequent reauthorizations require the United States Department… (more)

Subjects/Keywords: education; English language learners; ELL; ELLs; limited English proficient; LEP; LEPs; Title I; federal programs; Native American students; Native American languages; Spanish speakers; poverty; New Mexico; public schools; teacher expectations; collaboration; equity in education; high expectations; history of education; immigrant education experience; parent involvement; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Baca, G. C. (2016). ENGLISH LANGUAGE LEARNERS IN TITLE I PROGRAMS IN NEW MEXICO PUBLIC SCHOOLS. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_teelp_etds/50

Chicago Manual of Style (16th Edition):

Baca, Gabriel C. “ENGLISH LANGUAGE LEARNERS IN TITLE I PROGRAMS IN NEW MEXICO PUBLIC SCHOOLS.” 2016. Doctoral Dissertation, University of New Mexico. Accessed August 18, 2019. https://digitalrepository.unm.edu/educ_teelp_etds/50.

MLA Handbook (7th Edition):

Baca, Gabriel C. “ENGLISH LANGUAGE LEARNERS IN TITLE I PROGRAMS IN NEW MEXICO PUBLIC SCHOOLS.” 2016. Web. 18 Aug 2019.

Vancouver:

Baca GC. ENGLISH LANGUAGE LEARNERS IN TITLE I PROGRAMS IN NEW MEXICO PUBLIC SCHOOLS. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Aug 18]. Available from: https://digitalrepository.unm.edu/educ_teelp_etds/50.

Council of Science Editors:

Baca GC. ENGLISH LANGUAGE LEARNERS IN TITLE I PROGRAMS IN NEW MEXICO PUBLIC SCHOOLS. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: https://digitalrepository.unm.edu/educ_teelp_etds/50


University of South Africa

27. Snelgar, Elizabeth Claire Gien. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .

Degree: 2010, University of South Africa

 Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual… (more)

Subjects/Keywords: Learner; Limited English proficiency (LEP); English language learner (ELL); First Language (FL); Second language (L2); First Language acquisition (FLA); Second language acquisition (SLA); Second language learners (SLL); Target language (TL); Limited language proficiency (LLP) hidden comprehension deficit (HCD); Reading specific comprehension deficit (SCD); Comprehension deficit (CD); Specific comprehension levels (SCL) basic interpersonal communication skills (BICS); Cognitive academic language proficiency (CALP); Literacy skill; Rapid automatic naming (RAN); Phonemic awareness (PA); Inclusive education; Barriers to learning

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APA (6th Edition):

Snelgar, E. C. G. (2010). Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4815

Chicago Manual of Style (16th Edition):

Snelgar, Elizabeth Claire Gien. “Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .” 2010. Masters Thesis, University of South Africa. Accessed August 18, 2019. http://hdl.handle.net/10500/4815.

MLA Handbook (7th Edition):

Snelgar, Elizabeth Claire Gien. “Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .” 2010. Web. 18 Aug 2019.

Vancouver:

Snelgar ECG. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10500/4815.

Council of Science Editors:

Snelgar ECG. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4815


East Tennessee State University

28. Moore, Dwayne Phillip. The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  This study examined the rapid rise of the number of ELL/ Hispanic learners who are enrolling in the public school systems of Northeast Tennessee.… (more)

Subjects/Keywords: ESL Teacher; Minority; Hispanic; English Limited Language (ELL); Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Moore, D. P. (2005). The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1083

Chicago Manual of Style (16th Edition):

Moore, Dwayne Phillip. “The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed August 18, 2019. https://dc.etsu.edu/etd/1083.

MLA Handbook (7th Edition):

Moore, Dwayne Phillip. “The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee.” 2005. Web. 18 Aug 2019.

Vancouver:

Moore DP. The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Aug 18]. Available from: https://dc.etsu.edu/etd/1083.

Council of Science Editors:

Moore DP. The Perceived Effects of the Rapid Rise of Hispanic English Limited Language Learners on the School Systems of Northeast Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1083


Universitat Pompeu Fabra

29. Dömeland Narvaez, Dörte. Empirical studies on human capital and natural resources.

Degree: Departament d'Economia i Empresa, 2006, Universitat Pompeu Fabra

 The first chapter of the thesis on "Empirical Studies on Human Capital and Institutions" presents estimates of returns to education in Germany and analyses the… (more)

Subjects/Keywords: simultaneous equation; limited dependent variable model; returns to education; vocational training; educational choice; skills; human capital; self-selection; 331; 332

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APA (6th Edition):

Dömeland Narvaez, D. (2006). Empirical studies on human capital and natural resources. (Thesis). Universitat Pompeu Fabra. Retrieved from http://hdl.handle.net/10803/7345

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):

Dömeland Narvaez, Dörte. “Empirical studies on human capital and natural resources.” 2006. Thesis, Universitat Pompeu Fabra. Accessed August 18, 2019. http://hdl.handle.net/10803/7345.

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

MLA Handbook (7th Edition):

Dömeland Narvaez, Dörte. “Empirical studies on human capital and natural resources.” 2006. Web. 18 Aug 2019.

Vancouver:

Dömeland Narvaez D. Empirical studies on human capital and natural resources. [Internet] [Thesis]. Universitat Pompeu Fabra; 2006. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10803/7345.

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

Council of Science Editors:

Dömeland Narvaez D. Empirical studies on human capital and natural resources. [Thesis]. Universitat Pompeu Fabra; 2006. Available from: http://hdl.handle.net/10803/7345

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


University of South Africa

30. Snelgar, Elizabeth Claire Gien. Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language.

Degree: 2015, University of South Africa

 Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with… (more)

Subjects/Keywords: Barriers to learning; Cultural and linguistic diversity (CALD); English language learner (ELL); First language (FL); First language acquisition (FLA); Home language environment; Inclusive education; Limited English Proficiency (LEP); Language literacy profile (LLP); Literacy skills; Mixed research design; Non official language (NOL); Second language (SL); Special needs

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

APA (6th Edition):

Snelgar, E. C. G. (2015). Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20165

Chicago Manual of Style (16th Edition):

Snelgar, Elizabeth Claire Gien. “Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language.” 2015. Doctoral Dissertation, University of South Africa. Accessed August 18, 2019. http://hdl.handle.net/10500/20165.

MLA Handbook (7th Edition):

Snelgar, Elizabeth Claire Gien. “Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language.” 2015. Web. 18 Aug 2019.

Vancouver:

Snelgar ECG. Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10500/20165.

Council of Science Editors:

Snelgar ECG. Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20165

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