Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dept: Education

You searched for subject:(Minorities). Showing records 1 – 30 of 41 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of California – Riverside

1. Pike, Rosenda Amalia. Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas.

Degree: Education, 2015, University of California – Riverside

 ABSTRACT OF DISSERTATIONSerious Students and Good Girls: Differential Achievement and the Negotiation of Identities Among Middle School Latinasby Rosenda Amalia PikeDoctor of Philosophy, Graduate Program… (more)

Subjects/Keywords: Education; Educational sociology; achievement; identity; Latinas; minorities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pike, R. A. (2015). Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/02z7s4w3

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):

Pike, Rosenda Amalia. “Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas.” 2015. Thesis, University of California – Riverside. Accessed October 22, 2019. http://www.escholarship.org/uc/item/02z7s4w3.

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

MLA Handbook (7th Edition):

Pike, Rosenda Amalia. “Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas.” 2015. Web. 22 Oct 2019.

Vancouver:

Pike RA. Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2019 Oct 22]. Available from: http://www.escholarship.org/uc/item/02z7s4w3.

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

Council of Science Editors:

Pike RA. Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/02z7s4w3

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


Massey University

2. Haworth, Penelope. Developing praxis for a few non-English speaking background students in the class.

Degree: PhD, Education, 2004, Massey University

 This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included… (more)

Subjects/Keywords: Linguistic minorities; Literacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haworth, P. (2004). Developing praxis for a few non-English speaking background students in the class. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/993

Chicago Manual of Style (16th Edition):

Haworth, Penelope. “Developing praxis for a few non-English speaking background students in the class.” 2004. Doctoral Dissertation, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/993.

MLA Handbook (7th Edition):

Haworth, Penelope. “Developing praxis for a few non-English speaking background students in the class.” 2004. Web. 22 Oct 2019.

Vancouver:

Haworth P. Developing praxis for a few non-English speaking background students in the class. [Internet] [Doctoral dissertation]. Massey University; 2004. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/993.

Council of Science Editors:

Haworth P. Developing praxis for a few non-English speaking background students in the class. [Doctoral Dissertation]. Massey University; 2004. Available from: http://hdl.handle.net/10179/993


Oregon State University

3. Valdez, Cristobal. The human spirit and higher education : landscapes of persistence in first generation students of color.

Degree: EdD, Education, 2010, Oregon State University

 The purpose of this study was to understand the experiences of first-generation persons of color attending and persisting at a community technical college. Students of… (more)

Subjects/Keywords: Human Spirit; Minorities  – Education (Higher)  – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Valdez, C. (2010). The human spirit and higher education : landscapes of persistence in first generation students of color. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/15341

Chicago Manual of Style (16th Edition):

Valdez, Cristobal. “The human spirit and higher education : landscapes of persistence in first generation students of color.” 2010. Doctoral Dissertation, Oregon State University. Accessed October 22, 2019. http://hdl.handle.net/1957/15341.

MLA Handbook (7th Edition):

Valdez, Cristobal. “The human spirit and higher education : landscapes of persistence in first generation students of color.” 2010. Web. 22 Oct 2019.

Vancouver:

Valdez C. The human spirit and higher education : landscapes of persistence in first generation students of color. [Internet] [Doctoral dissertation]. Oregon State University; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1957/15341.

Council of Science Editors:

Valdez C. The human spirit and higher education : landscapes of persistence in first generation students of color. [Doctoral Dissertation]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/15341


Oregon State University

4. Godwin, Karen Sato. Systems theory for minority students : a potential tool for the improvement of academic performance.

Degree: PhD, Education, 1977, Oregon State University

 The study was undertaken to determine if the construct and vocabulary of systems theory are related to academic performance such that a) the understanding of… (more)

Subjects/Keywords: Minorities  – Education  – United States

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Godwin, K. S. (1977). Systems theory for minority students : a potential tool for the improvement of academic performance. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44451

Chicago Manual of Style (16th Edition):

Godwin, Karen Sato. “Systems theory for minority students : a potential tool for the improvement of academic performance.” 1977. Doctoral Dissertation, Oregon State University. Accessed October 22, 2019. http://hdl.handle.net/1957/44451.

MLA Handbook (7th Edition):

Godwin, Karen Sato. “Systems theory for minority students : a potential tool for the improvement of academic performance.” 1977. Web. 22 Oct 2019.

Vancouver:

Godwin KS. Systems theory for minority students : a potential tool for the improvement of academic performance. [Internet] [Doctoral dissertation]. Oregon State University; 1977. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1957/44451.

Council of Science Editors:

Godwin KS. Systems theory for minority students : a potential tool for the improvement of academic performance. [Doctoral Dissertation]. Oregon State University; 1977. Available from: http://hdl.handle.net/1957/44451

5. Oscarson, Pontus Cristvall. Du får inte spela golf utan krage : En studie om golf och dess integrationsbarriärer.

Degree: Education, 2016, Umeå University

  In the Swedish society, sport is seen as a natural integration arena where ethnic minorities integrate intothe new society without losing their identity. The… (more)

Subjects/Keywords: Diversity; Golf; Integration; Minorities; Mångfald; Golf; Integration; Minoriteter

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Oscarson, P. C. (2016). Du får inte spela golf utan krage : En studie om golf och dess integrationsbarriärer. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123321

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):

Oscarson, Pontus Cristvall. “Du får inte spela golf utan krage : En studie om golf och dess integrationsbarriärer.” 2016. Thesis, Umeå University. Accessed October 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123321.

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

MLA Handbook (7th Edition):

Oscarson, Pontus Cristvall. “Du får inte spela golf utan krage : En studie om golf och dess integrationsbarriärer.” 2016. Web. 22 Oct 2019.

Vancouver:

Oscarson PC. Du får inte spela golf utan krage : En studie om golf och dess integrationsbarriärer. [Internet] [Thesis]. Umeå University; 2016. [cited 2019 Oct 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123321.

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

Council of Science Editors:

Oscarson PC. Du får inte spela golf utan krage : En studie om golf och dess integrationsbarriärer. [Thesis]. Umeå University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123321

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

6. Joyce, Liam J. Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students.

Degree: Doctorate in Education, Education, 2009, Loyola Marymount University

  Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools… (more)

Subjects/Keywords: Minorities  – Education  – California; Charter schools  – California; Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Joyce, L. J. (2009). Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/554

Chicago Manual of Style (16th Edition):

Joyce, Liam J. “Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed October 22, 2019. https://digitalcommons.lmu.edu/etd/554.

MLA Handbook (7th Edition):

Joyce, Liam J. “Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students.” 2009. Web. 22 Oct 2019.

Vancouver:

Joyce LJ. Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Oct 22]. Available from: https://digitalcommons.lmu.edu/etd/554.

Council of Science Editors:

Joyce LJ. Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/554


University of Southern California

7. Aclufi, Allison Jill. Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP).

Degree: EdD, Education, 2009, University of Southern California

 Female minority students are increasing in numbers as science majors, but are still under-represented when compared to White and Asian males in the workplace. Many… (more)

Subjects/Keywords: science education; females; minorities; science; social capital; educational barriers; tracking

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aclufi, A. J. (2009). Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP). (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833

Chicago Manual of Style (16th Edition):

Aclufi, Allison Jill. “Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP).” 2009. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833.

MLA Handbook (7th Edition):

Aclufi, Allison Jill. “Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP).” 2009. Web. 22 Oct 2019.

Vancouver:

Aclufi AJ. Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP). [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833.

Council of Science Editors:

Aclufi AJ. Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP). [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833


California State University – San Bernardino

8. Facundo, Valter. The next American high school initiative.

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

The next American School Initiative plans to benefit low income minorities or below average achievers to excel in career choices by following occupational clusters and job shadowing to promote careers in applied technology.

Subjects/Keywords: Vocational education  – Minorities; Career education  – Minorities; Educational change; Technology  – Education  – Occupational; Vocational Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Facundo, V. (2000). The next American high school initiative. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1588

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):

Facundo, Valter. “The next American high school initiative.” 2000. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1588.

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

MLA Handbook (7th Edition):

Facundo, Valter. “The next American high school initiative.” 2000. Web. 22 Oct 2019.

Vancouver:

Facundo V. The next American high school initiative. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1588.

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

Council of Science Editors:

Facundo V. The next American high school initiative. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1588

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


UCLA

9. Figueroa, Tanya. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences.

Degree: Education, 2015, UCLA

 Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country’s future, it is troubling that many underrepresented racial… (more)

Subjects/Keywords: Higher education; Black Latino Native American; Graduate Students; persistence; socialization theory; STEM; underrepresented racial/ethnic minorities URM

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Figueroa, T. (2015). Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/57c8h9v8

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):

Figueroa, Tanya. “Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences.” 2015. Thesis, UCLA. Accessed October 22, 2019. http://www.escholarship.org/uc/item/57c8h9v8.

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

MLA Handbook (7th Edition):

Figueroa, Tanya. “Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences.” 2015. Web. 22 Oct 2019.

Vancouver:

Figueroa T. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Oct 22]. Available from: http://www.escholarship.org/uc/item/57c8h9v8.

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

Council of Science Editors:

Figueroa T. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/57c8h9v8

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

10. Reyes, Urlette. A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  The purpose of this study was to determine the effects of an experiential program on the occupational identity, access, and career maturity of Black… (more)

Subjects/Keywords: Access; Experiential Program; Low Socioeconomic; Minorities; Occupational Identity; STEM; Curriculum and Instruction; Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reyes, U. (2013). A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/217

Chicago Manual of Style (16th Edition):

Reyes, Urlette. “A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed October 22, 2019. https://digitalcommons.lmu.edu/etd/217.

MLA Handbook (7th Edition):

Reyes, Urlette. “A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students.” 2013. Web. 22 Oct 2019.

Vancouver:

Reyes U. A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Oct 22]. Available from: https://digitalcommons.lmu.edu/etd/217.

Council of Science Editors:

Reyes U. A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/217


Uppsala University

11. Uljas, Tuuli. Mä oon niinko… ruotsinsuomalainen” ”Jag är liksom... sverigefinsk” : Om sverigefinska barns identitetssarbete.

Degree: Education, 2019, Uppsala University

This master thesis is a study on identity construction of a group of 9-14 year old children with Finnish origin in Sweden. In 2000… (more)

Subjects/Keywords: Sweden-Finnish children; identity; Finnishness; Sweden-Finnishness; national minorities; minority language; Sverigefinska barn; identitet; finskhet; sverigefinskhet; nationell minoritet; minoritetsspråk; Pedagogy; Pedagogik

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Uljas, T. (2019). Mä oon niinko… ruotsinsuomalainen” ”Jag är liksom... sverigefinsk” : Om sverigefinska barns identitetssarbete. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385659

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):

Uljas, Tuuli. “”Mä oon niinko… ruotsinsuomalainen” ”Jag är liksom... sverigefinsk” : Om sverigefinska barns identitetssarbete.” 2019. Thesis, Uppsala University. Accessed October 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385659.

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

MLA Handbook (7th Edition):

Uljas, Tuuli. “”Mä oon niinko… ruotsinsuomalainen” ”Jag är liksom... sverigefinsk” : Om sverigefinska barns identitetssarbete.” 2019. Web. 22 Oct 2019.

Vancouver:

Uljas T. ”Mä oon niinko… ruotsinsuomalainen” ”Jag är liksom... sverigefinsk” : Om sverigefinska barns identitetssarbete. [Internet] [Thesis]. Uppsala University; 2019. [cited 2019 Oct 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385659.

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

Council of Science Editors:

Uljas T. ”Mä oon niinko… ruotsinsuomalainen” ”Jag är liksom... sverigefinsk” : Om sverigefinska barns identitetssarbete. [Thesis]. Uppsala University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385659

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


Queens University

12. Malekan, Majid. ENTANGLED BETWEEN ESL-NESS AND POVERTY: ACCULTURATION OF STUDENTS IN A GRADE 3-4 CLASS .

Degree: Education, 2010, Queens University

 This qualitative case study investigated how an elementary school shaped the acculturation processes of grade 3-4 immigrant students. It was grounded on John Berry’s model… (more)

Subjects/Keywords: Acculturation; Multicultural Education; Assimilation; Education of Minorities; Multiculturalism; Poverty; ESL Students; Immigrant Students; Institutional Acculturation; Integration; Literacy; Communication; Social Class; Resources

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Malekan, M. (2010). ENTANGLED BETWEEN ESL-NESS AND POVERTY: ACCULTURATION OF STUDENTS IN A GRADE 3-4 CLASS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5467

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):

Malekan, Majid. “ENTANGLED BETWEEN ESL-NESS AND POVERTY: ACCULTURATION OF STUDENTS IN A GRADE 3-4 CLASS .” 2010. Thesis, Queens University. Accessed October 22, 2019. http://hdl.handle.net/1974/5467.

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

MLA Handbook (7th Edition):

Malekan, Majid. “ENTANGLED BETWEEN ESL-NESS AND POVERTY: ACCULTURATION OF STUDENTS IN A GRADE 3-4 CLASS .” 2010. Web. 22 Oct 2019.

Vancouver:

Malekan M. ENTANGLED BETWEEN ESL-NESS AND POVERTY: ACCULTURATION OF STUDENTS IN A GRADE 3-4 CLASS . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1974/5467.

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

Council of Science Editors:

Malekan M. ENTANGLED BETWEEN ESL-NESS AND POVERTY: ACCULTURATION OF STUDENTS IN A GRADE 3-4 CLASS . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5467

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


California State University – San Bernardino

13. Serrano, Mary L. The academic achievement of bilingual students: A study of limited English proficient and reclassified students.

Degree: MAin Education, Education, 1989, California State University – San Bernardino

Subjects/Keywords: Education; Bilingual  – California; Minorities  – Education (Elementary) Academic achievement; Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Serrano, M. L. (1989). The academic achievement of bilingual students: A study of limited English proficient and reclassified students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/545

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):

Serrano, Mary L. “The academic achievement of bilingual students: A study of limited English proficient and reclassified students.” 1989. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/545.

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

MLA Handbook (7th Edition):

Serrano, Mary L. “The academic achievement of bilingual students: A study of limited English proficient and reclassified students.” 1989. Web. 22 Oct 2019.

Vancouver:

Serrano ML. The academic achievement of bilingual students: A study of limited English proficient and reclassified students. [Internet] [Thesis]. California State University – San Bernardino; 1989. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/545.

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

Council of Science Editors:

Serrano ML. The academic achievement of bilingual students: A study of limited English proficient and reclassified students. [Thesis]. California State University – San Bernardino; 1989. Available from: http://scholarworks.lib.csusb.edu/etd-project/545

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


California State University – San Bernardino

14. Rogers, Linda Gail. Bias in social studies textbooks.

Degree: MAin Education, Education, 1994, California State University – San Bernardino

Subjects/Keywords: Textbook bias; Minorities  – Education  – California; Multicultural education; Education; Reading and Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rogers, L. G. (1994). Bias in social studies textbooks. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/959

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):

Rogers, Linda Gail. “Bias in social studies textbooks.” 1994. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/959.

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

MLA Handbook (7th Edition):

Rogers, Linda Gail. “Bias in social studies textbooks.” 1994. Web. 22 Oct 2019.

Vancouver:

Rogers LG. Bias in social studies textbooks. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/959.

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

Council of Science Editors:

Rogers LG. Bias in social studies textbooks. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/959

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


Massey University

15. Whitehead, Paul Eric. A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand.

Degree: MA, Education, 1973, Massey University

 A PHILOSOPHICAL EXPLORATION OF SOME UNSTATED EDUCATIONAL PRESUPPOSITIONS CONCERNING POLYNESIAN EDUCATION IN NEW ZEALAND. The prime concern in a multi-racial society should. be to encourage… (more)

Subjects/Keywords: New Zealand; Education; Pacific Islanders; Assimilation (Sociology); Maori (New Zealand people)  – Education; Minorities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Whitehead, P. E. (1973). A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10653

Chicago Manual of Style (16th Edition):

Whitehead, Paul Eric. “A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand.” 1973. Masters Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/10653.

MLA Handbook (7th Edition):

Whitehead, Paul Eric. “A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand.” 1973. Web. 22 Oct 2019.

Vancouver:

Whitehead PE. A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand. [Internet] [Masters thesis]. Massey University; 1973. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/10653.

Council of Science Editors:

Whitehead PE. A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand. [Masters Thesis]. Massey University; 1973. Available from: http://hdl.handle.net/10179/10653


Uppsala University

16. Racic, David. Att finnas eller inte finnas : En läromedelsanalys i svenska som andraspråk och engelska med fokus på bias och porträttering av minoriteter.

Degree: Education, 2011, Uppsala University

  The content of teaching materials considerably affects pupils’ attitudes and worldview. This paper is an analysis of textbooks used in 7th through 9th grade… (more)

Subjects/Keywords: bias; ethnicity; textbook analysis; textbooks; minorities; Sweden; bias; läromedelsanalys; minoriteter; nationella minoriteter; didaktisk textkompetens; etnicitet; svenska som andraspråk; engelska; läromedel; Education; Pedagogik; Ethnicity; Etnicitet

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Racic, D. (2011). Att finnas eller inte finnas : En läromedelsanalys i svenska som andraspråk och engelska med fokus på bias och porträttering av minoriteter. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154698

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):

Racic, David. “Att finnas eller inte finnas : En läromedelsanalys i svenska som andraspråk och engelska med fokus på bias och porträttering av minoriteter.” 2011. Thesis, Uppsala University. Accessed October 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154698.

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

MLA Handbook (7th Edition):

Racic, David. “Att finnas eller inte finnas : En läromedelsanalys i svenska som andraspråk och engelska med fokus på bias och porträttering av minoriteter.” 2011. Web. 22 Oct 2019.

Vancouver:

Racic D. Att finnas eller inte finnas : En läromedelsanalys i svenska som andraspråk och engelska med fokus på bias och porträttering av minoriteter. [Internet] [Thesis]. Uppsala University; 2011. [cited 2019 Oct 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154698.

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

Council of Science Editors:

Racic D. Att finnas eller inte finnas : En läromedelsanalys i svenska som andraspråk och engelska med fokus på bias och porträttering av minoriteter. [Thesis]. Uppsala University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154698

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


Queens University

17. Lau, Angel. Invisible Visible Minorities: The Experiences of Racial Minority Teacher Candidates on Practicum and in Teacher Education Programs .

Degree: Education, 2008, Queens University

 The experiences of racial minority teacher candidates are often unheard in teacher education programs considering that the student population is increasingly diversifying and the teaching… (more)

Subjects/Keywords: racial minorities; race; racism; whiteness; anti-racism; practicum; teacher education; critical race theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lau, A. (2008). Invisible Visible Minorities: The Experiences of Racial Minority Teacher Candidates on Practicum and in Teacher Education Programs . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1402

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):

Lau, Angel. “Invisible Visible Minorities: The Experiences of Racial Minority Teacher Candidates on Practicum and in Teacher Education Programs .” 2008. Thesis, Queens University. Accessed October 22, 2019. http://hdl.handle.net/1974/1402.

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

MLA Handbook (7th Edition):

Lau, Angel. “Invisible Visible Minorities: The Experiences of Racial Minority Teacher Candidates on Practicum and in Teacher Education Programs .” 2008. Web. 22 Oct 2019.

Vancouver:

Lau A. Invisible Visible Minorities: The Experiences of Racial Minority Teacher Candidates on Practicum and in Teacher Education Programs . [Internet] [Thesis]. Queens University; 2008. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1974/1402.

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

Council of Science Editors:

Lau A. Invisible Visible Minorities: The Experiences of Racial Minority Teacher Candidates on Practicum and in Teacher Education Programs . [Thesis]. Queens University; 2008. Available from: http://hdl.handle.net/1974/1402

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


University of KwaZulu-Natal

18. [No author]. Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective.

Degree: Education, 2006, University of KwaZulu-Natal

 This research study deals with educators' experiences and daily encounters within two diverse school settings. Educators from both schools are from diverse religious, racial and… (more)

Subjects/Keywords: Education.; Religious pluralism – South Africa.; Religious minorities.; Religion in public schools – South Africa.; Teaching – Religious aspects.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2006). Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/2959

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

Chicago Manual of Style (16th Edition):

author], [No. “Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective. ” 2006. Thesis, University of KwaZulu-Natal. Accessed October 22, 2019. http://hdl.handle.net/10413/2959.

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

MLA Handbook (7th Edition):

author], [No. “Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective. ” 2006. Web. 22 Oct 2019.

Vancouver:

author] [. Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective. [Internet] [Thesis]. University of KwaZulu-Natal; 2006. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10413/2959.

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

Council of Science Editors:

author] [. Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective. [Thesis]. University of KwaZulu-Natal; 2006. Available from: http://hdl.handle.net/10413/2959

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


Humboldt State University

19. Murrieta, Ashlee Marie. The effects of juvenile hall on teens??? academic self-perception.

Degree: MA, Education, 2014, Humboldt State University

 This thesis examines teens??? perceptions of the effects of juvenile hall on their academic self-perception. This study was formed in order to address current gaps… (more)

Subjects/Keywords: School-to-prison pipeline; No Child Left Behind; Qualitative data; Interviews; Achievement gap; School discipline; Zero tolerance; High stakes testing; Student motivation; Minorities; Disproportionate; At-risk students; Juvenile hall; Drop-outs; Alternative education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murrieta, A. M. (2014). The effects of juvenile hall on teens??? academic self-perception. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/124824

Chicago Manual of Style (16th Edition):

Murrieta, Ashlee Marie. “The effects of juvenile hall on teens??? academic self-perception.” 2014. Masters Thesis, Humboldt State University. Accessed October 22, 2019. http://hdl.handle.net/10211.3/124824.

MLA Handbook (7th Edition):

Murrieta, Ashlee Marie. “The effects of juvenile hall on teens??? academic self-perception.” 2014. Web. 22 Oct 2019.

Vancouver:

Murrieta AM. The effects of juvenile hall on teens??? academic self-perception. [Internet] [Masters thesis]. Humboldt State University; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10211.3/124824.

Council of Science Editors:

Murrieta AM. The effects of juvenile hall on teens??? academic self-perception. [Masters Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/10211.3/124824


California State University – San Bernardino

20. Sehlmeyer, Peter August. Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

The purpose of this study was to determine whether there was a relationship in the use of learning-logs to traditional or current math instruction in secondary school pre-algebra classes to improve the mastery of single-variable equations by high-risk minority students.

Subjects/Keywords: Equations  – Study and teaching; Algebra; Mathematics  – Minorities; Education; Numbers; Rational; Linear; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sehlmeyer, P. A. (1997). Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1497

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):

Sehlmeyer, Peter August. “Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students.” 1997. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1497.

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

MLA Handbook (7th Edition):

Sehlmeyer, Peter August. “Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students.” 1997. Web. 22 Oct 2019.

Vancouver:

Sehlmeyer PA. Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1497.

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

Council of Science Editors:

Sehlmeyer PA. Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students. [Thesis]. California State University – San Bernardino; 1997. Available from: http://scholarworks.lib.csusb.edu/etd-project/1497

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


California State University – San Bernardino

21. Sudan, Brenda Naimah. Multicultural literature based reading program.

Degree: MAin Education, Education, 1990, California State University – San Bernardino

Subjects/Keywords: Children's literature  – Study and teaching (Primary); Children's literature  – Bibliography; Minorities  – United States  – Juvenile literature  – Bibliography; Reading (Elementary); Education; Reading and Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sudan, B. N. (1990). Multicultural literature based reading program. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/584

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):

Sudan, Brenda Naimah. “Multicultural literature based reading program.” 1990. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/584.

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

MLA Handbook (7th Edition):

Sudan, Brenda Naimah. “Multicultural literature based reading program.” 1990. Web. 22 Oct 2019.

Vancouver:

Sudan BN. Multicultural literature based reading program. [Internet] [Thesis]. California State University – San Bernardino; 1990. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/584.

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

Council of Science Editors:

Sudan BN. Multicultural literature based reading program. [Thesis]. California State University – San Bernardino; 1990. Available from: http://scholarworks.lib.csusb.edu/etd-project/584

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


California State University – San Bernardino

22. Estupiñan, Margie Zamora. The role of primary language in kindergarten interactive journals.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Bilingual Education; Spanish language  – Study and teaching (Primary) Language experience approach in education; Minorities  – Education (Primary); Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Estupiñan, M. Z. (1993). The role of primary language in kindergarten interactive journals. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/643

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):

Estupiñan, Margie Zamora. “The role of primary language in kindergarten interactive journals.” 1993. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/643.

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

MLA Handbook (7th Edition):

Estupiñan, Margie Zamora. “The role of primary language in kindergarten interactive journals.” 1993. Web. 22 Oct 2019.

Vancouver:

Estupiñan MZ. The role of primary language in kindergarten interactive journals. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/643.

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

Council of Science Editors:

Estupiñan MZ. The role of primary language in kindergarten interactive journals. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/643

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


California State University – San Bernardino

23. Tatum, Terri Jean. Restructing a curriculum for multicultural education in language arts.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Language arts (Secondary); Minorities  – Education (Secondary)  – California  – Riverside County; Middle schools; Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tatum, T. J. (1993). Restructing a curriculum for multicultural education in language arts. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/658

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):

Tatum, Terri Jean. “Restructing a curriculum for multicultural education in language arts.” 1993. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/658.

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

MLA Handbook (7th Edition):

Tatum, Terri Jean. “Restructing a curriculum for multicultural education in language arts.” 1993. Web. 22 Oct 2019.

Vancouver:

Tatum TJ. Restructing a curriculum for multicultural education in language arts. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/658.

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

Council of Science Editors:

Tatum TJ. Restructing a curriculum for multicultural education in language arts. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/658

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


California State University – San Bernardino

24. Arredondo-Montoya, Celina Lynn. Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension.

Degree: MAin Education, Education, 1994, California State University – San Bernardino

This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.

Subjects/Keywords: Bilingual Education; Language experience approach in education; Spanish language  – Study and teaching (Primary); Minorities  – Education (Primary); Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Arredondo-Montoya, C. L. (1994). Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/999

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):

Arredondo-Montoya, Celina Lynn. “Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension.” 1994. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/999.

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

MLA Handbook (7th Edition):

Arredondo-Montoya, Celina Lynn. “Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension.” 1994. Web. 22 Oct 2019.

Vancouver:

Arredondo-Montoya CL. Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/999.

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

Council of Science Editors:

Arredondo-Montoya CL. Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/999

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


California State University – San Bernardino

25. Beck, Shelly Sheree. The importance of art in a multicultural curriculum.

Degree: MAin Education, Education, 1999, California State University – San Bernardino

The purpose of this project is to address the growing need for multicultural education through the use of art. It identifies several approaches to teaching multicultural education and the importance it has on the development of today's students.

Subjects/Keywords: Multicultural education; Art  – Study and teaching (Elementary); Minorities  – Education; Art Education; Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beck, S. S. (1999). The importance of art in a multicultural curriculum. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1806

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):

Beck, Shelly Sheree. “The importance of art in a multicultural curriculum.” 1999. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1806.

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

MLA Handbook (7th Edition):

Beck, Shelly Sheree. “The importance of art in a multicultural curriculum.” 1999. Web. 22 Oct 2019.

Vancouver:

Beck SS. The importance of art in a multicultural curriculum. [Internet] [Thesis]. California State University – San Bernardino; 1999. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1806.

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

Council of Science Editors:

Beck SS. The importance of art in a multicultural curriculum. [Thesis]. California State University – San Bernardino; 1999. Available from: http://scholarworks.lib.csusb.edu/etd-project/1806

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


University of Southern California

26. Seki, Glenn Kunitoshi. The relationship between motivational factors and engagement in an urban high school setting.

Degree: EdD, Education, 2014, University of Southern California

 The purpose of this study was to examine the relationship between ethnicity and grade level, motivational factors (instrumental motivation, reading, math, self‐efficacy/self-beliefs, learning strategies, and… (more)

Subjects/Keywords: education; high school; K12; motivation; engagement; effort; path model; urban high school; secondary education; educational psychology; ethnicity; survey; minorities; African American; Black; Latino; Hispanic; Asian; instrumental motivation; reading; math; self‐efficacy/self‐beliefs; learning strategies; academic self‐concept; learning strategies; grade level

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Seki, G. K. (2014). The relationship between motivational factors and engagement in an urban high school setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140

Chicago Manual of Style (16th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

MLA Handbook (7th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Web. 22 Oct 2019.

Vancouver:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Oct 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

Council of Science Editors:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140


California State University – San Bernardino

27. Cordova, Dorothy Gutierrez. Effective structuring of the classroom for Spanish-speaking children with delayed oral language development.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Language disorders in children; Spanish language  – Study and teaching (Elementary); Minorities  – Education (Elementary); Language and languages; Bilingual Education; Academic achievement; Education; Reading and Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cordova, D. G. (1993). Effective structuring of the classroom for Spanish-speaking children with delayed oral language development. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/632

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):

Cordova, Dorothy Gutierrez. “Effective structuring of the classroom for Spanish-speaking children with delayed oral language development.” 1993. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/632.

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

MLA Handbook (7th Edition):

Cordova, Dorothy Gutierrez. “Effective structuring of the classroom for Spanish-speaking children with delayed oral language development.” 1993. Web. 22 Oct 2019.

Vancouver:

Cordova DG. Effective structuring of the classroom for Spanish-speaking children with delayed oral language development. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/632.

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

Council of Science Editors:

Cordova DG. Effective structuring of the classroom for Spanish-speaking children with delayed oral language development. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/632

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


California State University – San Bernardino

28. Stapel, Darla Kay Cadman. Teaching science to English only and limited English proficient students in the elementary classroom.

Degree: MAin Education, Education, 1994, California State University – San Bernardino

Subjects/Keywords: Science  – Study and teaching (Elementary); Elementary Education  – Science; Science  – Experiments  – Minorities; Elementary school teaching  – Aids and devices  – Science; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stapel, D. K. C. (1994). Teaching science to English only and limited English proficient students in the elementary classroom. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/968

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):

Stapel, Darla Kay Cadman. “Teaching science to English only and limited English proficient students in the elementary classroom.” 1994. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/968.

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

MLA Handbook (7th Edition):

Stapel, Darla Kay Cadman. “Teaching science to English only and limited English proficient students in the elementary classroom.” 1994. Web. 22 Oct 2019.

Vancouver:

Stapel DKC. Teaching science to English only and limited English proficient students in the elementary classroom. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/968.

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

Council of Science Editors:

Stapel DKC. Teaching science to English only and limited English proficient students in the elementary classroom. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/968

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


California State University – San Bernardino

29. Vargas Piel, Marie. Parent-teacher home response learning journals to foster collaboration in children's literacy development.

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

 The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use… (more)

Subjects/Keywords: Fontana Unified School District; Mexican Americans  – Education (Primary)  – Study and teaching; Education; Bilingual  – California  – Study and teaching; English language  – Study and teaching (Primary)  – California; Diaries  – Authorship; Minorities  – Education  – California; Education  – Parent participation; Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vargas Piel, M. (2000). Parent-teacher home response learning journals to foster collaboration in children's literacy development. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1762

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):

Vargas Piel, Marie. “Parent-teacher home response learning journals to foster collaboration in children's literacy development.” 2000. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1762.

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

MLA Handbook (7th Edition):

Vargas Piel, Marie. “Parent-teacher home response learning journals to foster collaboration in children's literacy development.” 2000. Web. 22 Oct 2019.

Vancouver:

Vargas Piel M. Parent-teacher home response learning journals to foster collaboration in children's literacy development. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1762.

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

Council of Science Editors:

Vargas Piel M. Parent-teacher home response learning journals to foster collaboration in children's literacy development. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1762

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


California State University – San Bernardino

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Zavala, Norma Castro. “An analysis of interactive dialogue journals of English language learners in first grade.” 2001. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1978.

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

MLA Handbook (7th Edition):

Zavala, Norma Castro. “An analysis of interactive dialogue journals of English language learners in first grade.” 2001. Web. 22 Oct 2019.

Vancouver:

Zavala NC. An analysis of interactive dialogue journals of English language learners in first grade. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1978.

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

Council of Science Editors:

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

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

[1] [2]

.