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Degree: EdD

You searched for subject:(Programa Nacional de Integra o da Educa o Profissional com a Educa o B sica na Modalidade de Educa o de Jovens e Adultos Brasil ). Showing records 1 – 30 of 109 total matches.

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Northeastern University

1. Rendón, Mary Jo. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this study is to examine the stories of immigrant Guatemalan parents who have children in a public high school located in Massachusetts.… (more)

Subjects/Keywords: community cultural wealth; critical pedagogy; critical race theory; family engagement; guatemalan immigrants; Latina/o race theory

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APA (6th Edition):

Rendón, M. J. (2016). An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320122

Chicago Manual of Style (16th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 15, 2019. http://hdl.handle.net/2047/D20320122.

MLA Handbook (7th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.” 2016. Web. 15 Dec 2019.

Vancouver:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2047/D20320122.

Council of Science Editors:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20320122

2. Escontrias, Jr., Gabriel. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program.

Degree: EdD, Higher and Postsecondary Education, 2012, Arizona State University

 Latinas and Latinos are currently underrepresented in terms of our 21st century student academic attainment and workforce, compared to the total U.S. Hispanic population. In… (more)

Subjects/Keywords: Higher education; Hispanic American studies; Education; Latina/o; STEM

…African American, Latina/o, and Native American students complete a science bachelor’s degree in… …Community Building (A Sense of Familia) ........................ 55 vii CHAPTER Page… …78 APPENDIX A RECRUITMENT SCRIPT… …81 viii APPENDIX Page B COVER LETTER… …D STUDENT INTERVIEW QUESTIONS ..........................................89 E ASU… 

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APA (6th Edition):

Escontrias, Jr., G. (2012). Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14981

Chicago Manual of Style (16th Edition):

Escontrias, Jr., Gabriel. “Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program.” 2012. Doctoral Dissertation, Arizona State University. Accessed December 15, 2019. http://repository.asu.edu/items/14981.

MLA Handbook (7th Edition):

Escontrias, Jr., Gabriel. “Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program.” 2012. Web. 15 Dec 2019.

Vancouver:

Escontrias, Jr. G. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Dec 15]. Available from: http://repository.asu.edu/items/14981.

Council of Science Editors:

Escontrias, Jr. G. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14981

3. Rendón, Mary Jo. An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this study is to examine the stories of immigrant Guatemalan parents who have children in a public high school located in Massachusetts.… (more)

Subjects/Keywords: community cultural wealth; critical pedagogy; critical race theory; family engagement; guatemalan immigrants; Latina/o race theory

…2011). However, there is a lack of emphasis on Latinos within violence and… …existence of a link between victimization and delinquency among children and adults is supported… …by a substantial body of recent research (see Jennings, Piquero, & Reingle, 2012 for a… …are similar in many ways, and may even represent a homogenous group (Fagan et al., 1987… …x29;. However, these approaches ignore a subset of individuals for whom delinquency or risky… 

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APA (6th Edition):

Rendón, M. J. (2016). An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20239024

Chicago Manual of Style (16th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 15, 2019. http://hdl.handle.net/2047/D20239024.

MLA Handbook (7th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school.” 2016. Web. 15 Dec 2019.

Vancouver:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2047/D20239024.

Council of Science Editors:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20239024


Arizona State University

4. Robert, Michael Anthony. A Choice Against: An Analysis of the De-selection of Dual Language Programs in Arizona Through a Latino Critical Race Theory Lens.

Degree: EdD, Educational Administration and Supervision, 2011, Arizona State University

 ABSTRACT A hallmark of Arizona schools is the choice of parents in program and school for their child under the Open Enrollment laws. Among the… (more)

Subjects/Keywords: Bilingual education; Education policy; English as a second language; Asymmetry; Critical Race Theory; De-selection; Dual Language; ELL; LatCrit

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APA (6th Edition):

Robert, M. A. (2011). A Choice Against: An Analysis of the De-selection of Dual Language Programs in Arizona Through a Latino Critical Race Theory Lens. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14349

Chicago Manual of Style (16th Edition):

Robert, Michael Anthony. “A Choice Against: An Analysis of the De-selection of Dual Language Programs in Arizona Through a Latino Critical Race Theory Lens.” 2011. Doctoral Dissertation, Arizona State University. Accessed December 15, 2019. http://repository.asu.edu/items/14349.

MLA Handbook (7th Edition):

Robert, Michael Anthony. “A Choice Against: An Analysis of the De-selection of Dual Language Programs in Arizona Through a Latino Critical Race Theory Lens.” 2011. Web. 15 Dec 2019.

Vancouver:

Robert MA. A Choice Against: An Analysis of the De-selection of Dual Language Programs in Arizona Through a Latino Critical Race Theory Lens. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Dec 15]. Available from: http://repository.asu.edu/items/14349.

Council of Science Editors:

Robert MA. A Choice Against: An Analysis of the De-selection of Dual Language Programs in Arizona Through a Latino Critical Race Theory Lens. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14349


University of Georgia

5. Peavy, Martha Ann. U.S. Supreme Court decisions and desegregation in the South.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 This study examined the relevant legal history and the current legal status of desegregation in the Southern United States. Beginning with the Dred Scot case… (more)

Subjects/Keywords: Desegregation Supreme Court de facto segregation de jure segregation

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APA (6th Edition):

Peavy, M. A. (2004). U.S. Supreme Court decisions and desegregation in the South. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/peavy_martha_a_200405_edd

Chicago Manual of Style (16th Edition):

Peavy, Martha Ann. “U.S. Supreme Court decisions and desegregation in the South.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 15, 2019. http://purl.galileo.usg.edu/uga_etd/peavy_martha_a_200405_edd.

MLA Handbook (7th Edition):

Peavy, Martha Ann. “U.S. Supreme Court decisions and desegregation in the South.” 2004. Web. 15 Dec 2019.

Vancouver:

Peavy MA. U.S. Supreme Court decisions and desegregation in the South. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 15]. Available from: http://purl.galileo.usg.edu/uga_etd/peavy_martha_a_200405_edd.

Council of Science Editors:

Peavy MA. U.S. Supreme Court decisions and desegregation in the South. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/peavy_martha_a_200405_edd


University of Oklahoma

6. Moaning-Norris, Tamia Deshenne. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).

Degree: EdD, 2013, University of Oklahoma

 Data to inform the study were collected through OKCPS and Oklahoma City historical documents, demographic data, participant interviews, and personal introspection. Conclusively, it was found… (more)

Subjects/Keywords: De facto school segregation – Oklahoma – Oklahoma City; Segregation in education – Oklahoma – Oklahoma City

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APA (6th Edition):

Moaning-Norris, T. D. (2013). Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319082

Chicago Manual of Style (16th Edition):

Moaning-Norris, Tamia Deshenne. “Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).” 2013. Doctoral Dissertation, University of Oklahoma. Accessed December 15, 2019. http://hdl.handle.net/11244/319082.

MLA Handbook (7th Edition):

Moaning-Norris, Tamia Deshenne. “Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).” 2013. Web. 15 Dec 2019.

Vancouver:

Moaning-Norris TD. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/11244/319082.

Council of Science Editors:

Moaning-Norris TD. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319082

7. Hasan, Zahir T. How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology.

Degree: EdD, School of Education, 2017, Northeastern University

 This research study examines teaching beliefs of English-language professors in Japan, how professors make sense of their beliefs, and how the beliefs influence their pedagogical… (more)

Subjects/Keywords: computer-assisted language learning; e-learning; English as a foreign language; English language teaching; information and communication technology; self-efficacy

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APA (6th Edition):

Hasan, Z. T. (2017). How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20246969

Chicago Manual of Style (16th Edition):

Hasan, Zahir T. “How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 15, 2019. http://hdl.handle.net/2047/D20246969.

MLA Handbook (7th Edition):

Hasan, Zahir T. “How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology.” 2017. Web. 15 Dec 2019.

Vancouver:

Hasan ZT. How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2047/D20246969.

Council of Science Editors:

Hasan ZT. How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20246969


Duquesne University

8. Gittins, Daniel. Impact of Students' Perception of Safety on Academic Success.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2014, Duquesne University

 A student's perception of safety in a school will impact his or her academic achievement. If a student does not feel safe in a school,… (more)

Subjects/Keywords: achievement; B=MC²; Gittins; perception; safety; Student

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APA (6th Edition):

Gittins, D. (2014). Impact of Students' Perception of Safety on Academic Success. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/583

Chicago Manual of Style (16th Edition):

Gittins, Daniel. “Impact of Students' Perception of Safety on Academic Success.” 2014. Doctoral Dissertation, Duquesne University. Accessed December 15, 2019. https://dsc.duq.edu/etd/583.

MLA Handbook (7th Edition):

Gittins, Daniel. “Impact of Students' Perception of Safety on Academic Success.” 2014. Web. 15 Dec 2019.

Vancouver:

Gittins D. Impact of Students' Perception of Safety on Academic Success. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Dec 15]. Available from: https://dsc.duq.edu/etd/583.

Council of Science Editors:

Gittins D. Impact of Students' Perception of Safety on Academic Success. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/583


University of Stirling

9. Pouget, Mireille. The VAE, or the need for ordering: an impossible quest? An analysis of representation and translation processes in the Validation des Acquis de l’Expérience in a French University.

Degree: EdD, School of Education, 2011, University of Stirling

 This study presents an analysis of the processes of representation and translation involved in the practice of the Validation des Acquis de l’Expérience (VAE), or… (more)

Subjects/Keywords: Recognition of Experiential Learning; Validation des Acquis de l'experience; Actor Network Theory; Life Histories; Callon; Latour; Foucault; Disciplinary writing; Four moments of translation; Modes of ordering; Heterogeneous elements; Degrees, Academic France Evaluation; Non-formal education France

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APA (6th Edition):

Pouget, M. (2011). The VAE, or the need for ordering: an impossible quest? An analysis of representation and translation processes in the Validation des Acquis de l’Expérience in a French University. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/3586

Chicago Manual of Style (16th Edition):

Pouget, Mireille. “The VAE, or the need for ordering: an impossible quest? An analysis of representation and translation processes in the Validation des Acquis de l’Expérience in a French University.” 2011. Doctoral Dissertation, University of Stirling. Accessed December 15, 2019. http://hdl.handle.net/1893/3586.

MLA Handbook (7th Edition):

Pouget, Mireille. “The VAE, or the need for ordering: an impossible quest? An analysis of representation and translation processes in the Validation des Acquis de l’Expérience in a French University.” 2011. Web. 15 Dec 2019.

Vancouver:

Pouget M. The VAE, or the need for ordering: an impossible quest? An analysis of representation and translation processes in the Validation des Acquis de l’Expérience in a French University. [Internet] [Doctoral dissertation]. University of Stirling; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1893/3586.

Council of Science Editors:

Pouget M. The VAE, or the need for ordering: an impossible quest? An analysis of representation and translation processes in the Validation des Acquis de l’Expérience in a French University. [Doctoral Dissertation]. University of Stirling; 2011. Available from: http://hdl.handle.net/1893/3586

10. Reeder, Jane. The Role of Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting.

Degree: EdD, 2017, Oregon State University

 Background. Many studies addressing the reasons why minority students fail in higher education are based on what is defined as a deficit model. A deficit… (more)

Subjects/Keywords: Latino/a

…18 Latino/a Post-Secondary Retention… …89 Appendix A… …90 A Consent Request for College Administrators… …90 Appendix B… …Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting… 

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APA (6th Edition):

Reeder, J. (2017). The Role of Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61571

Chicago Manual of Style (16th Edition):

Reeder, Jane. “The Role of Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting.” 2017. Doctoral Dissertation, Oregon State University. Accessed December 15, 2019. http://hdl.handle.net/1957/61571.

MLA Handbook (7th Edition):

Reeder, Jane. “The Role of Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting.” 2017. Web. 15 Dec 2019.

Vancouver:

Reeder J. The Role of Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1957/61571.

Council of Science Editors:

Reeder J. The Role of Community Cultural Wealth in the Retention of Latino/a Students in the Community College Setting. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61571


West Virginia University

11. McIntosh, Melissa Katherine. Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent.

Degree: EdD, Learning Sciences and Human Development, 2013, West Virginia University

 According to the U.S. Census Bureau (2010), 12.9% of the population in the United States is that of immigrants. With this increase in recent immigration,… (more)

Subjects/Keywords: English as a second language; Education

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APA (6th Edition):

McIntosh, M. K. (2013). Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/424

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):

McIntosh, Melissa Katherine. “Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent.” 2013. Thesis, West Virginia University. Accessed December 15, 2019. https://researchrepository.wvu.edu/etd/424.

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

MLA Handbook (7th Edition):

McIntosh, Melissa Katherine. “Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent.” 2013. Web. 15 Dec 2019.

Vancouver:

McIntosh MK. Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent. [Internet] [Thesis]. West Virginia University; 2013. [cited 2019 Dec 15]. Available from: https://researchrepository.wvu.edu/etd/424.

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

Council of Science Editors:

McIntosh MK. Exploring a Prefigurative Culture in the Immigrant Family: A look at the sociolinguistic impact of children on the immigrant parent. [Thesis]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/424

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


Penn State University

12. Albergato-Muterspaw, Francesca. The Role of Music in Healing and Grief Processes of Bereaved Adult Learners.

Degree: EdD, Adult Education, 2009, Penn State University

 ABSTRACT The purpose of this narrative inquiry was to explore how music facilitated the learning and healing for those who have lost a loved one.… (more)

Subjects/Keywords: music and bereavement; music as a coping mechanism; music as a way of knowing

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APA (6th Edition):

Albergato-Muterspaw, F. (2009). The Role of Music in Healing and Grief Processes of Bereaved Adult Learners. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9699

Chicago Manual of Style (16th Edition):

Albergato-Muterspaw, Francesca. “The Role of Music in Healing and Grief Processes of Bereaved Adult Learners.” 2009. Doctoral Dissertation, Penn State University. Accessed December 15, 2019. https://etda.libraries.psu.edu/catalog/9699.

MLA Handbook (7th Edition):

Albergato-Muterspaw, Francesca. “The Role of Music in Healing and Grief Processes of Bereaved Adult Learners.” 2009. Web. 15 Dec 2019.

Vancouver:

Albergato-Muterspaw F. The Role of Music in Healing and Grief Processes of Bereaved Adult Learners. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Dec 15]. Available from: https://etda.libraries.psu.edu/catalog/9699.

Council of Science Editors:

Albergato-Muterspaw F. The Role of Music in Healing and Grief Processes of Bereaved Adult Learners. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9699


Texas A&M University

13. Anderson, Daniel K. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.

Degree: EdD, Educational Administration, 2017, Texas A&M University

 Elementary school librarians and teacher-librarians are facing a new challenge in preparing students to become lifelong readers. By regularly and consistently promoting the principles of… (more)

Subjects/Keywords: Digital Readers; Librarians; E-books; E-readers

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APA (6th Edition):

Anderson, D. K. (2017). To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169573

Chicago Manual of Style (16th Edition):

Anderson, Daniel K. “To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.” 2017. Doctoral Dissertation, Texas A&M University. Accessed December 15, 2019. http://hdl.handle.net/1969.1/169573.

MLA Handbook (7th Edition):

Anderson, Daniel K. “To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.” 2017. Web. 15 Dec 2019.

Vancouver:

Anderson DK. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1969.1/169573.

Council of Science Editors:

Anderson DK. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169573


University of Cincinnati

14. Clayton, John. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy, 2011, University of Cincinnati

 This is a study of how EFL teachers’ cultural and linguistic backgrounds and attitudes are articulated as authentic and powerful practices in pedagogical spaces (Presence.)… (more)

Subjects/Keywords: English As A Second Language; power; teacher education; english as a foreign language; classroom spaces; poststructuralism; social systems

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APA (6th Edition):

Clayton, J. (2011). The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854

Chicago Manual of Style (16th Edition):

Clayton, John. “The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

MLA Handbook (7th Edition):

Clayton, John. “The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.” 2011. Web. 15 Dec 2019.

Vancouver:

Clayton J. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

Council of Science Editors:

Clayton J. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854


Boston University

15. Wu, Yu. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.

Degree: EdD, Education, 2016, Boston University

 This dissertation addresses the differential effects of two oral corrective feedback strategies, recasts and metalinguistic prompts, on the acquisition of Chinese wh-questions and classifiers, while… (more)

Subjects/Keywords: Foreign language education; Teaching Chinese as a Foreign Language; Corrective feedback; Individual differences; Teaching Chinese as a foreign language

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APA (6th Edition):

Wu, Y. (2016). Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/19509

Chicago Manual of Style (16th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Doctoral Dissertation, Boston University. Accessed December 15, 2019. http://hdl.handle.net/2144/19509.

MLA Handbook (7th Edition):

Wu, Yu. “Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers.” 2016. Web. 15 Dec 2019.

Vancouver:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2144/19509.

Council of Science Editors:

Wu Y. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19509


Oregon State University

16. Hickcox, Leslie K. (Leslie Kay), 1951-. An historical review of Kolb's formulation of experiential learning theory.

Degree: EdD, Education, 1990, Oregon State University

 The central purposes of this study were to review the historical sources of David Kolb's formulation of experiential learning theory, and to determine the effect… (more)

Subjects/Keywords: Kolb; David A.; 1939-

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APA (6th Edition):

Hickcox, Leslie K. (Leslie Kay), 1. (1990). An historical review of Kolb's formulation of experiential learning theory. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/21866

Chicago Manual of Style (16th Edition):

Hickcox, Leslie K. (Leslie Kay), 1951-. “An historical review of Kolb's formulation of experiential learning theory.” 1990. Doctoral Dissertation, Oregon State University. Accessed December 15, 2019. http://hdl.handle.net/1957/21866.

MLA Handbook (7th Edition):

Hickcox, Leslie K. (Leslie Kay), 1951-. “An historical review of Kolb's formulation of experiential learning theory.” 1990. Web. 15 Dec 2019.

Vancouver:

Hickcox, Leslie K. (Leslie Kay) 1. An historical review of Kolb's formulation of experiential learning theory. [Internet] [Doctoral dissertation]. Oregon State University; 1990. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1957/21866.

Council of Science Editors:

Hickcox, Leslie K. (Leslie Kay) 1. An historical review of Kolb's formulation of experiential learning theory. [Doctoral Dissertation]. Oregon State University; 1990. Available from: http://hdl.handle.net/1957/21866


University of Cincinnati

17. Chapman, Glen L. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2017, University of Cincinnati

 With few recent examples of existing research, this study examined undergraduate students’ perceptions and behaviors toward international graduate students who perform teaching related duties whether… (more)

Subjects/Keywords: English As A Second Language; ESL; Microaggressions; International Teaching Assistants

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APA (6th Edition):

Chapman, G. L. (2017). Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087

Chicago Manual of Style (16th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

MLA Handbook (7th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Web. 15 Dec 2019.

Vancouver:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

Council of Science Editors:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087


Western Kentucky University

18. Forsythe, Stacey A. The Impact of a Head Coaching Change on Intercollegiate Student-Athletes.

Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University

  The purpose of this case study was to discover the impacts on intercollegiate student-athletes subsequent to a head coaching change. One research question guided… (more)

Subjects/Keywords: Coaching Change; Student-Athlete; Athletics as a Business; Education; Educational Leadership

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APA (6th Edition):

Forsythe, S. A. (2015). The Impact of a Head Coaching Change on Intercollegiate Student-Athletes. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/88

Chicago Manual of Style (16th Edition):

Forsythe, Stacey A. “The Impact of a Head Coaching Change on Intercollegiate Student-Athletes.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed December 15, 2019. https://digitalcommons.wku.edu/diss/88.

MLA Handbook (7th Edition):

Forsythe, Stacey A. “The Impact of a Head Coaching Change on Intercollegiate Student-Athletes.” 2015. Web. 15 Dec 2019.

Vancouver:

Forsythe SA. The Impact of a Head Coaching Change on Intercollegiate Student-Athletes. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Dec 15]. Available from: https://digitalcommons.wku.edu/diss/88.

Council of Science Editors:

Forsythe SA. The Impact of a Head Coaching Change on Intercollegiate Student-Athletes. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/88


Duquesne University

19. Sheriff, Ahmed Lamin. How to Attain Sustainable Education in Sierra Leone: A Policy Design For Sanda Tendaren Chiefdom.

Degree: EdD, Educational Studies (General Education), 2015, Duquesne University

  Socioeconomic inequalities affect the access to affordable and sustainable education in Sierra Leone: Sanda Tendaren Chiefdom. Education is a crucial part of the chiefdom's… (more)

Subjects/Keywords: Affordable; Citizens to Pay a Fee; Equal Access; Sustainable

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APA (6th Edition):

Sheriff, A. L. (2015). How to Attain Sustainable Education in Sierra Leone: A Policy Design For Sanda Tendaren Chiefdom. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/85

Chicago Manual of Style (16th Edition):

Sheriff, Ahmed Lamin. “How to Attain Sustainable Education in Sierra Leone: A Policy Design For Sanda Tendaren Chiefdom.” 2015. Doctoral Dissertation, Duquesne University. Accessed December 15, 2019. https://dsc.duq.edu/etd/85.

MLA Handbook (7th Edition):

Sheriff, Ahmed Lamin. “How to Attain Sustainable Education in Sierra Leone: A Policy Design For Sanda Tendaren Chiefdom.” 2015. Web. 15 Dec 2019.

Vancouver:

Sheriff AL. How to Attain Sustainable Education in Sierra Leone: A Policy Design For Sanda Tendaren Chiefdom. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Dec 15]. Available from: https://dsc.duq.edu/etd/85.

Council of Science Editors:

Sheriff AL. How to Attain Sustainable Education in Sierra Leone: A Policy Design For Sanda Tendaren Chiefdom. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/85


Northeastern University

20. Somers-Quealy, Amy. Exploring English as a second language (ESL) practices in suburban public schools.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this study was to identify and document suburban ESL practices as they relate to ELL achievement in three high-performing suburban public school… (more)

Subjects/Keywords: English language learners; English as a second language; ELL; ESL

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APA (6th Edition):

Somers-Quealy, A. (2017). Exploring English as a second language (ESL) practices in suburban public schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248542

Chicago Manual of Style (16th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 15, 2019. http://hdl.handle.net/2047/D20248542.

MLA Handbook (7th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Web. 15 Dec 2019.

Vancouver:

Somers-Quealy A. Exploring English as a second language (ESL) practices in suburban public schools. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2047/D20248542.

Council of Science Editors:

Somers-Quealy A. Exploring English as a second language (ESL) practices in suburban public schools. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248542


Arizona State University

21. Castillo, Melissa. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher… (more)

Subjects/Keywords: English as a second language; Elementary education; Coaching Teachers; Professional Development

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APA (6th Edition):

Castillo, M. (2012). Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14530

Chicago Manual of Style (16th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Doctoral Dissertation, Arizona State University. Accessed December 15, 2019. http://repository.asu.edu/items/14530.

MLA Handbook (7th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Web. 15 Dec 2019.

Vancouver:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Dec 15]. Available from: http://repository.asu.edu/items/14530.

Council of Science Editors:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14530


University of Cincinnati

22. Chae, Eunyoung Kim. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2014, University of Cincinnati

 This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers’ pedagogical methodology and English acquisition by young children… (more)

Subjects/Keywords: Teacher Education; Teacher Professional Development; Early Childhood Education; Montessori Education; Interdisciplinary Approach; English as a Foreign Language; English as a Second Language

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APA (6th Edition):

Chae, E. K. (2014). Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451

Chicago Manual of Style (16th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

MLA Handbook (7th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Web. 15 Dec 2019.

Vancouver:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

Council of Science Editors:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451


Penn State University

23. Schmick, Dara Pachence. Transformative Learning Around Issues of Language and Culture Among ESL Teachers.

Degree: EdD, Adult Education, 2014, Penn State University

 The purpose of this qualitative study was to explore the significant teaching and learning experiences of ESL teachers around the issues of culture and language.… (more)

Subjects/Keywords: Transformative Learning; Langauge; Culture; English as a Second Language; ESL Teachers; Online Learning

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APA (6th Edition):

Schmick, D. P. (2014). Transformative Learning Around Issues of Language and Culture Among ESL Teachers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21177

Chicago Manual of Style (16th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers.” 2014. Doctoral Dissertation, Penn State University. Accessed December 15, 2019. https://etda.libraries.psu.edu/catalog/21177.

MLA Handbook (7th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers.” 2014. Web. 15 Dec 2019.

Vancouver:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Dec 15]. Available from: https://etda.libraries.psu.edu/catalog/21177.

Council of Science Editors:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21177


Penn State University

24. Mohamed Jiri, Khairul Aini. Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia.

Degree: EdD, Curriculum and Instruction, 2012, Penn State University

 This study explores the experience of becoming English teachers in two multicultural countries through narratives from preservice teachers in the United States and Malaysia. In… (more)

Subjects/Keywords: Malaysia; Comparative and International Education; Teacher Education; English as a Second Language; Multiculturalism

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APA (6th Edition):

Mohamed Jiri, K. A. (2012). Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15421

Chicago Manual of Style (16th Edition):

Mohamed Jiri, Khairul Aini. “Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia.” 2012. Doctoral Dissertation, Penn State University. Accessed December 15, 2019. https://etda.libraries.psu.edu/catalog/15421.

MLA Handbook (7th Edition):

Mohamed Jiri, Khairul Aini. “Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia.” 2012. Web. 15 Dec 2019.

Vancouver:

Mohamed Jiri KA. Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Dec 15]. Available from: https://etda.libraries.psu.edu/catalog/15421.

Council of Science Editors:

Mohamed Jiri KA. Becoming teachers of English-language learners in two multicultural countries: narratives from preservice teachers in the United States and Malaysia. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15421


University of Cincinnati

25. Schanding, Brian. Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2016, University of Cincinnati

 The use of shell nouns (SNs) has become an increasingly researched phenomenon in lexicogrammar and text-level research. However, findings of SN use among English as… (more)

Subjects/Keywords: English As A Second Language; shell noun; lexical pattern; collostruction; EFL writing; corpus linguistics

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APA (6th Edition):

Schanding, B. (2016). Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364

Chicago Manual of Style (16th Edition):

Schanding, Brian. “Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.

MLA Handbook (7th Edition):

Schanding, Brian. “Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers.” 2016. Web. 15 Dec 2019.

Vancouver:

Schanding B. Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.

Council of Science Editors:

Schanding B. Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364


Boston University

26. Howarth, Debbie Claros. An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach.

Degree: EdD, Education, 2017, Boston University

 As of 2016 the number of international students in the United States has reached over one million. Institutions of higher education in the United States… (more)

Subjects/Keywords: English as a second language; Persistence; Retention; Academic integration; Acculturation stress; Pathway programs; Social integration

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APA (6th Edition):

Howarth, D. C. (2017). An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/23302

Chicago Manual of Style (16th Edition):

Howarth, Debbie Claros. “An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach.” 2017. Doctoral Dissertation, Boston University. Accessed December 15, 2019. http://hdl.handle.net/2144/23302.

MLA Handbook (7th Edition):

Howarth, Debbie Claros. “An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach.” 2017. Web. 15 Dec 2019.

Vancouver:

Howarth DC. An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2144/23302.

Council of Science Editors:

Howarth DC. An analysis of pathway programs and social integration in the retention of international Chinese college students: a case study approach. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/23302


Arizona State University

27. Chebultz, Lance. Student Aims Performance in a Predominately Hispanic District.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Arizona State University

 ABSTRACT School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB… (more)

Subjects/Keywords: Educational administration; English as a second language; AIMS; AZELLA; ELL; ESL; HISPANIC

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APA (6th Edition):

Chebultz, L. (2012). Student Aims Performance in a Predominately Hispanic District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14889

Chicago Manual of Style (16th Edition):

Chebultz, Lance. “Student Aims Performance in a Predominately Hispanic District.” 2012. Doctoral Dissertation, Arizona State University. Accessed December 15, 2019. http://repository.asu.edu/items/14889.

MLA Handbook (7th Edition):

Chebultz, Lance. “Student Aims Performance in a Predominately Hispanic District.” 2012. Web. 15 Dec 2019.

Vancouver:

Chebultz L. Student Aims Performance in a Predominately Hispanic District. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Dec 15]. Available from: http://repository.asu.edu/items/14889.

Council of Science Editors:

Chebultz L. Student Aims Performance in a Predominately Hispanic District. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14889


Arizona State University

28. Pederson, Susan Jane. The Effect of a Community of Practice on English Language Development Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 .ABSTRACT The Arizona Department of Education (ADE) empowered a task force to design a new instructional model for English Language Development (ELD) students. The task… (more)

Subjects/Keywords: English as a Second Language; Community of Practice; English Language Develpment Teachers; Teacher Efficacy

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APA (6th Edition):

Pederson, S. J. (2011). The Effect of a Community of Practice on English Language Development Teachers. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8867

Chicago Manual of Style (16th Edition):

Pederson, Susan Jane. “The Effect of a Community of Practice on English Language Development Teachers.” 2011. Doctoral Dissertation, Arizona State University. Accessed December 15, 2019. http://repository.asu.edu/items/8867.

MLA Handbook (7th Edition):

Pederson, Susan Jane. “The Effect of a Community of Practice on English Language Development Teachers.” 2011. Web. 15 Dec 2019.

Vancouver:

Pederson SJ. The Effect of a Community of Practice on English Language Development Teachers. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Dec 15]. Available from: http://repository.asu.edu/items/8867.

Council of Science Editors:

Pederson SJ. The Effect of a Community of Practice on English Language Development Teachers. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8867


Texas Tech University

29. Alsulami, Sami G. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.

Degree: EdD, Educational Leadership, 2016, Texas Tech University

 Educational institutions in Saudi Arabia, in response to royal decree, have been increasing their technology usage. One such institution, King Abdulaziz University, currently faces the… (more)

Subjects/Keywords: MOOC; e-learning; distance learning; Online.

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APA (6th Edition):

Alsulami, S. G. (2016). Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82265

Chicago Manual of Style (16th Edition):

Alsulami, Sami G. “Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.” 2016. Doctoral Dissertation, Texas Tech University. Accessed December 15, 2019. http://hdl.handle.net/2346/82265.

MLA Handbook (7th Edition):

Alsulami, Sami G. “Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.” 2016. Web. 15 Dec 2019.

Vancouver:

Alsulami SG. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2346/82265.

Council of Science Editors:

Alsulami SG. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/82265


University of Southern California

30. Whittenburg, Jo Ben. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Adaptive e-learning programs represent a potentially powerful technological tool that educators could be utilizing in efforts to provide personalized instruction to students. However, to date,… (more)

Subjects/Keywords: e-learning; adaptive software; personalized learning

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APA (6th Edition):

Whittenburg, J. B. (2011). Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510

Chicago Manual of Style (16th Edition):

Whittenburg, Jo Ben. “Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510.

MLA Handbook (7th Edition):

Whittenburg, Jo Ben. “Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.” 2011. Web. 15 Dec 2019.

Vancouver:

Whittenburg JB. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510.

Council of Science Editors:

Whittenburg JB. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510

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