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You searched for subject:(Reading workshop). Showing records 1 – 23 of 23 total matches.

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Clemson University

1. McClure, Erin. Exploring the Nature of Teacher-Student Reading Conferences during Independent Reading Time.

Degree: PhD, Education and Organizational Leadership Development, 2017, Clemson University

 In elementary classrooms, a variety of approaches and frameworks are used to support students as they develop their reading comprehension abilities and independently read increasingly… (more)

Subjects/Keywords: Comprehension; Reading Conferences; Reading Workshop; Scaffolding

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APA (6th Edition):

McClure, E. (2017). Exploring the Nature of Teacher-Student Reading Conferences during Independent Reading Time. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2002

Chicago Manual of Style (16th Edition):

McClure, Erin. “Exploring the Nature of Teacher-Student Reading Conferences during Independent Reading Time.” 2017. Doctoral Dissertation, Clemson University. Accessed June 25, 2019. https://tigerprints.clemson.edu/all_dissertations/2002.

MLA Handbook (7th Edition):

McClure, Erin. “Exploring the Nature of Teacher-Student Reading Conferences during Independent Reading Time.” 2017. Web. 25 Jun 2019.

Vancouver:

McClure E. Exploring the Nature of Teacher-Student Reading Conferences during Independent Reading Time. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2019 Jun 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/2002.

Council of Science Editors:

McClure E. Exploring the Nature of Teacher-Student Reading Conferences during Independent Reading Time. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/2002


University of Houston

2. Baker, Christin 1981-. The Effects of Reading Workshop on First Grade Students' Independent Reading Levels.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 In 2001, the No Child Left Behind (NCLB) Act brought literacy achievement to the attention of schools across the nation. NCLB forced schools to reexamine… (more)

Subjects/Keywords: Reading Workshop; Reading instruction; Comprehension; Early Childhood Education; Subpopulations; Student independent reading levels; Reading (Primary)

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APA (6th Edition):

Baker, C. 1. (2011). The Effects of Reading Workshop on First Grade Students' Independent Reading Levels. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/589

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):

Baker, Christin 1981-. “The Effects of Reading Workshop on First Grade Students' Independent Reading Levels.” 2011. Thesis, University of Houston. Accessed June 25, 2019. http://hdl.handle.net/10657/589.

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

MLA Handbook (7th Edition):

Baker, Christin 1981-. “The Effects of Reading Workshop on First Grade Students' Independent Reading Levels.” 2011. Web. 25 Jun 2019.

Vancouver:

Baker C1. The Effects of Reading Workshop on First Grade Students' Independent Reading Levels. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10657/589.

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

Council of Science Editors:

Baker C1. The Effects of Reading Workshop on First Grade Students' Independent Reading Levels. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/589

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


University of Alberta

3. Rawlings, Leah M. Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire.

Degree: MEd, Faculté Saint-Jean, 2015, University of Alberta

 This action research explores the factors that inspire reading in a second language for a group of grade 5 boys in a French Immersion classroom.… (more)

Subjects/Keywords: Boys; French Immersion; Reading; Reading Workshop; Second Language; Action Research

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APA (6th Edition):

Rawlings, L. M. (2015). Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c571v

Chicago Manual of Style (16th Edition):

Rawlings, Leah M. “Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire.” 2015. Masters Thesis, University of Alberta. Accessed June 25, 2019. https://era.library.ualberta.ca/files/4f16c571v.

MLA Handbook (7th Edition):

Rawlings, Leah M. “Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire.” 2015. Web. 25 Jun 2019.

Vancouver:

Rawlings LM. Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2019 Jun 25]. Available from: https://era.library.ualberta.ca/files/4f16c571v.

Council of Science Editors:

Rawlings LM. Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/4f16c571v


California State University – Sacramento

4. Samadi, Parisa. Explicit teaching of reading strategies to community college ESL students in the USA: a curriculum development project.

Degree: MA, Teaching English to Speakers of Other Languages, 2015, California State University – Sacramento

 This curriculum development project focuses on helping community college ESL students to develop their English reading skills. The curriculum included in this project has been… (more)

Subjects/Keywords: Literacy workshop training; Reading strategies; ESL reading strategies

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APA (6th Edition):

Samadi, P. (2015). Explicit teaching of reading strategies to community college ESL students in the USA: a curriculum development project. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/158666

Chicago Manual of Style (16th Edition):

Samadi, Parisa. “Explicit teaching of reading strategies to community college ESL students in the USA: a curriculum development project.” 2015. Masters Thesis, California State University – Sacramento. Accessed June 25, 2019. http://hdl.handle.net/10211.3/158666.

MLA Handbook (7th Edition):

Samadi, Parisa. “Explicit teaching of reading strategies to community college ESL students in the USA: a curriculum development project.” 2015. Web. 25 Jun 2019.

Vancouver:

Samadi P. Explicit teaching of reading strategies to community college ESL students in the USA: a curriculum development project. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.3/158666.

Council of Science Editors:

Samadi P. Explicit teaching of reading strategies to community college ESL students in the USA: a curriculum development project. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/158666


University of South Carolina

5. J. Davakos, Meredith. The Impact of Reading Workshop on Third Graders in a Summer Reading Camp.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This action research describes the influence of the research-based program, Reading Workshop, based on student reading achievement, specifically, in one thirdgrade South Carolina summer… (more)

Subjects/Keywords: Curriculum and Instruction; Reading Workshop; Third Graders; Summer Reading

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APA (6th Edition):

J. Davakos, M. (2018). The Impact of Reading Workshop on Third Graders in a Summer Reading Camp. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5076

Chicago Manual of Style (16th Edition):

J. Davakos, Meredith. “The Impact of Reading Workshop on Third Graders in a Summer Reading Camp.” 2018. Doctoral Dissertation, University of South Carolina. Accessed June 25, 2019. https://scholarcommons.sc.edu/etd/5076.

MLA Handbook (7th Edition):

J. Davakos, Meredith. “The Impact of Reading Workshop on Third Graders in a Summer Reading Camp.” 2018. Web. 25 Jun 2019.

Vancouver:

J. Davakos M. The Impact of Reading Workshop on Third Graders in a Summer Reading Camp. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jun 25]. Available from: https://scholarcommons.sc.edu/etd/5076.

Council of Science Editors:

J. Davakos M. The Impact of Reading Workshop on Third Graders in a Summer Reading Camp. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5076


Universidade do Rio Grande do Sul

6. Giordano, Liliane de Fátima. Uma proposta de imersão no processo da fotografia e na leitura de imagens.

Degree: 2016, Universidade do Rio Grande do Sul

Esta dissertação buscou entender como o processo de leitura da linguagem visual pode se expandir, por meio das relações que se estabelecem entre o eu… (more)

Subjects/Keywords: Fotografia; Visual education; Imagem; Images reading; Representação; Photography; Workshop of photography

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APA (6th Edition):

Giordano, L. d. F. (2016). Uma proposta de imersão no processo da fotografia e na leitura de imagens. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/144075

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):

Giordano, Liliane de Fátima. “Uma proposta de imersão no processo da fotografia e na leitura de imagens.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed June 25, 2019. http://hdl.handle.net/10183/144075.

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

MLA Handbook (7th Edition):

Giordano, Liliane de Fátima. “Uma proposta de imersão no processo da fotografia e na leitura de imagens.” 2016. Web. 25 Jun 2019.

Vancouver:

Giordano LdF. Uma proposta de imersão no processo da fotografia e na leitura de imagens. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10183/144075.

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

Council of Science Editors:

Giordano LdF. Uma proposta de imersão no processo da fotografia e na leitura de imagens. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/144075

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


California State University – Sacramento

7. Bruckmann, Colleen Mary. What are the effects of allowing self-selection on reading motivation and skills?.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 The problem explored was whether or not allowing students the opportunity to self-select reading material effected their motivation to read and reading skills. Personal interest… (more)

Subjects/Keywords: Self-selection; Reader's workshop; Reading skills; Motivated readers

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APA (6th Edition):

Bruckmann, C. M. (2010). What are the effects of allowing self-selection on reading motivation and skills?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/680

Chicago Manual of Style (16th Edition):

Bruckmann, Colleen Mary. “What are the effects of allowing self-selection on reading motivation and skills?.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 25, 2019. http://hdl.handle.net/10211.9/680.

MLA Handbook (7th Edition):

Bruckmann, Colleen Mary. “What are the effects of allowing self-selection on reading motivation and skills?.” 2010. Web. 25 Jun 2019.

Vancouver:

Bruckmann CM. What are the effects of allowing self-selection on reading motivation and skills?. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.9/680.

Council of Science Editors:

Bruckmann CM. What are the effects of allowing self-selection on reading motivation and skills?. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/680

8. Wilson, Adria. The Results of Implementing Reading Workshop on Reading Comprehension for Elementary-Aged Students with Emotional and Behavioral Disabilities (EBD).

Degree: 2013, University of Washington

Reading Workshop was implemented as a reading intervention for 1st-3rd grade students in a self-contained classroom for students with emotional and behavioral disabilities (EBD). The… (more)

Subjects/Keywords: EBD; emotional and behavioral disabilities; learning disability; reading comprehension; reading intervention; reading workshop; Education; Reading instruction; Special education; Education - Seattle

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APA (6th Edition):

Wilson, A. (2013). The Results of Implementing Reading Workshop on Reading Comprehension for Elementary-Aged Students with Emotional and Behavioral Disabilities (EBD). (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/21949

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):

Wilson, Adria. “The Results of Implementing Reading Workshop on Reading Comprehension for Elementary-Aged Students with Emotional and Behavioral Disabilities (EBD).” 2013. Thesis, University of Washington. Accessed June 25, 2019. http://hdl.handle.net/1773/21949.

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

MLA Handbook (7th Edition):

Wilson, Adria. “The Results of Implementing Reading Workshop on Reading Comprehension for Elementary-Aged Students with Emotional and Behavioral Disabilities (EBD).” 2013. Web. 25 Jun 2019.

Vancouver:

Wilson A. The Results of Implementing Reading Workshop on Reading Comprehension for Elementary-Aged Students with Emotional and Behavioral Disabilities (EBD). [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1773/21949.

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

Council of Science Editors:

Wilson A. The Results of Implementing Reading Workshop on Reading Comprehension for Elementary-Aged Students with Emotional and Behavioral Disabilities (EBD). [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21949

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


University of Wisconsin – Milwaukee

9. Lindner, Katherine Ann. Reading Workshop & Formative Assessment: Maximizing Quality Reading Instruction.

Degree: PhD, Curriculum and Instruction, 2017, University of Wisconsin – Milwaukee

  The purpose of this study was to closely examine an elementary teacher’s classroom practices in implementing reading workshop, to examine her assessment practices within… (more)

Subjects/Keywords: Assessment; Formative; Reading; Workshop; Curriculum and Instruction; Elementary Education and Teaching; Reading and Language

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APA (6th Edition):

Lindner, K. A. (2017). Reading Workshop & Formative Assessment: Maximizing Quality Reading Instruction. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1505

Chicago Manual of Style (16th Edition):

Lindner, Katherine Ann. “Reading Workshop & Formative Assessment: Maximizing Quality Reading Instruction.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed June 25, 2019. https://dc.uwm.edu/etd/1505.

MLA Handbook (7th Edition):

Lindner, Katherine Ann. “Reading Workshop & Formative Assessment: Maximizing Quality Reading Instruction.” 2017. Web. 25 Jun 2019.

Vancouver:

Lindner KA. Reading Workshop & Formative Assessment: Maximizing Quality Reading Instruction. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Jun 25]. Available from: https://dc.uwm.edu/etd/1505.

Council of Science Editors:

Lindner KA. Reading Workshop & Formative Assessment: Maximizing Quality Reading Instruction. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1505


Northeastern University

10. Dunn, Louise. Reading pedagogy that engages all students  – even the boys!: an interpretative phenomenological analysis.

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

 Statistical analyses reveal that boys struggle with reading all over the world. As a result, educators have sought authentic ways to change the reading experiences… (more)

Subjects/Keywords: boys and engagement; elementary school; interpretative phenomenological analysis; readers workshop; reading; self determination theory

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APA (6th Edition):

Dunn, L. (2016). Reading pedagogy that engages all students  – even the boys!: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237244

Chicago Manual of Style (16th Edition):

Dunn, Louise. “Reading pedagogy that engages all students  – even the boys!: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 25, 2019. http://hdl.handle.net/2047/D20237244.

MLA Handbook (7th Edition):

Dunn, Louise. “Reading pedagogy that engages all students  – even the boys!: an interpretative phenomenological analysis.” 2016. Web. 25 Jun 2019.

Vancouver:

Dunn L. Reading pedagogy that engages all students  – even the boys!: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2047/D20237244.

Council of Science Editors:

Dunn L. Reading pedagogy that engages all students  – even the boys!: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237244


The Ohio State University

11. Koukis, Susan L. At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

  The purpose of this study was to determine whether “marginalized” (Moje, Young, Readence, & Moore 2000) 9th grade students in a low-level, tracked English… (more)

Subjects/Keywords: Education; poetry; high school students; practitioner research; reading writing workshop; student identity

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APA (6th Edition):

Koukis, S. L. (2010). At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290007066

Chicago Manual of Style (16th Edition):

Koukis, Susan L. “At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development.” 2010. Doctoral Dissertation, The Ohio State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290007066.

MLA Handbook (7th Edition):

Koukis, Susan L. “At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development.” 2010. Web. 25 Jun 2019.

Vancouver:

Koukis SL. At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290007066.

Council of Science Editors:

Koukis SL. At the Intersection of Poetry and a High School English Class: 9th Graders’Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities’ Development. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290007066


SUNY College at Brockport

12. Kaczanowski, Laurie. Using Balanced Literacy to Improve Literacy Instruction.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  What is the most effective and efficient pedagogical approach to reading literacy? This weighted question has challenged educators for decades and continues to challenge… (more)

Subjects/Keywords: balanced literacy; elementary education; guided reading and writing; writing workshop; Education; Elementary Education and Teaching

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APA (6th Edition):

Kaczanowski, L. (2008). Using Balanced Literacy to Improve Literacy Instruction. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/675

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):

Kaczanowski, Laurie. “Using Balanced Literacy to Improve Literacy Instruction.” 2008. Thesis, SUNY College at Brockport. Accessed June 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/675.

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

MLA Handbook (7th Edition):

Kaczanowski, Laurie. “Using Balanced Literacy to Improve Literacy Instruction.” 2008. Web. 25 Jun 2019.

Vancouver:

Kaczanowski L. Using Balanced Literacy to Improve Literacy Instruction. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jun 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/675.

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

Council of Science Editors:

Kaczanowski L. Using Balanced Literacy to Improve Literacy Instruction. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/675

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


University of Florida

13. Manak, Jennifer. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Intertextual Connections: The Impact of Interactive Read Alouds on the Writing of Third Graders During Writing Workshop Teachers frequently read aloud as a part of… (more)

Subjects/Keywords: Authors; Literacy; Mentors; Nonfiction; Students; Teachers; Writing; Writing instruction; Writing teachers; Writing workshops; curriculum, instruction, intertextuality, literature, reading, workshop, writing

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APA (6th Edition):

Manak, J. (2009). Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024950

Chicago Manual of Style (16th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Doctoral Dissertation, University of Florida. Accessed June 25, 2019. http://ufdc.ufl.edu/UFE0024950.

MLA Handbook (7th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Web. 25 Jun 2019.

Vancouver:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Jun 25]. Available from: http://ufdc.ufl.edu/UFE0024950.

Council of Science Editors:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024950

14. Everbeck, Samantha. Reading Workshop Conferences: Effect on First Grade Student Reading Ability.

Degree: MS, Education, 2017, Dominican University of California

Reading workshop is a way to structure a literacy block during the school day that allows for differentiation and a high level of student… (more)

Subjects/Keywords: Reading workshop; conferences; word attack strategy skills; first grade; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education

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APA (6th Edition):

Everbeck, S. (2017). Reading Workshop Conferences: Effect on First Grade Student Reading Ability. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/259

Chicago Manual of Style (16th Edition):

Everbeck, Samantha. “Reading Workshop Conferences: Effect on First Grade Student Reading Ability.” 2017. Masters Thesis, Dominican University of California. Accessed June 25, 2019. https://scholar.dominican.edu/masters-theses/259.

MLA Handbook (7th Edition):

Everbeck, Samantha. “Reading Workshop Conferences: Effect on First Grade Student Reading Ability.” 2017. Web. 25 Jun 2019.

Vancouver:

Everbeck S. Reading Workshop Conferences: Effect on First Grade Student Reading Ability. [Internet] [Masters thesis]. Dominican University of California; 2017. [cited 2019 Jun 25]. Available from: https://scholar.dominican.edu/masters-theses/259.

Council of Science Editors:

Everbeck S. Reading Workshop Conferences: Effect on First Grade Student Reading Ability. [Masters Thesis]. Dominican University of California; 2017. Available from: https://scholar.dominican.edu/masters-theses/259


University of South Carolina

15. Welch, Elizabeth Coen. Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  The purpose of this study was to determine whether teacher-selected informational texts or student-selected informational texts best contribute to literacy achievement and engagement for… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Counter-Hegemonic Practices; Hegemonic Masculinity; Informational text; Literacy; Males; Multiple Masculinities; Reading Workshop

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APA (6th Edition):

Welch, E. C. (2018). Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4581

Chicago Manual of Style (16th Edition):

Welch, Elizabeth Coen. “Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males.” 2018. Doctoral Dissertation, University of South Carolina. Accessed June 25, 2019. https://scholarcommons.sc.edu/etd/4581.

MLA Handbook (7th Edition):

Welch, Elizabeth Coen. “Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males.” 2018. Web. 25 Jun 2019.

Vancouver:

Welch EC. Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jun 25]. Available from: https://scholarcommons.sc.edu/etd/4581.

Council of Science Editors:

Welch EC. Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4581


Northeastern University

16. Kelley, Patricia M. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.

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

 As students enter middle schools across the country, many of them lack the literacy skills needed to access content-area knowledge. Response to Intervention (RtI) is… (more)

Subjects/Keywords: formative assessment; literacy; workshop model; Reading (Middle school); Reading; Remedial teaching; Language arts (Middle school); Middle school teachers; In-service training; Literacy programs; Response to intervention (Learning disabled children)

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APA (6th Edition):

Kelley, P. M. (2016). Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208563

Chicago Manual of Style (16th Edition):

Kelley, Patricia M. “Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 25, 2019. http://hdl.handle.net/2047/D20208563.

MLA Handbook (7th Edition):

Kelley, Patricia M. “Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.” 2016. Web. 25 Jun 2019.

Vancouver:

Kelley PM. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2047/D20208563.

Council of Science Editors:

Kelley PM. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208563


Universidade do Rio Grande do Sul

17. Mosena, Thoya Lindner. Da perda implicada no registro : foto-grafando numa oficina terapêutica.

Degree: 2008, Universidade do Rio Grande do Sul

A experiência que sustenta as reflexões contidas nesta dissertação se desenrolou em uma oficina de fotografia que aconteceu num centro de atenção diária de uma… (more)

Subjects/Keywords: Fotografia; Photography; Oficina terapêutica; Record; Imagem; Therapeutic workshop; Image; Representação; Reading; Leitura; Registro; Representation; Lacan, Jacques 1901-1981.; Lacan, Jacques Marie Emile; Freud, Sigmund; Freud, Sigmund 1856-1939.

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APA (6th Edition):

Mosena, T. L. (2008). Da perda implicada no registro : foto-grafando numa oficina terapêutica. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/14845

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):

Mosena, Thoya Lindner. “Da perda implicada no registro : foto-grafando numa oficina terapêutica.” 2008. Thesis, Universidade do Rio Grande do Sul. Accessed June 25, 2019. http://hdl.handle.net/10183/14845.

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

MLA Handbook (7th Edition):

Mosena, Thoya Lindner. “Da perda implicada no registro : foto-grafando numa oficina terapêutica.” 2008. Web. 25 Jun 2019.

Vancouver:

Mosena TL. Da perda implicada no registro : foto-grafando numa oficina terapêutica. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2008. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10183/14845.

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

Council of Science Editors:

Mosena TL. Da perda implicada no registro : foto-grafando numa oficina terapêutica. [Thesis]. Universidade do Rio Grande do Sul; 2008. Available from: http://hdl.handle.net/10183/14845

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

18. Barbosa, Amilcar Bettega. Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain.

Degree: Docteur es, Études portugaises, bresiliennes et de l'afrique lusophone, 2012, Université Sorbonne Nouvelle – Paris III

Ce travail est constitué de deux parties distinctes et complémentaires : l'une théorique, l'autre fictionnelle. La première partie s’appuie sur l’expérience personnelle de l’auteur en… (more)

Subjects/Keywords: Littérature Brésilienne; Écriture; Lecture; Atelier Littéraire; Écriture Créative; Brazilian Literature; Writing; Reading; Literary Workshop; Creative Writing; Literatura Brasileira; Escrita; Leitura; Oficina Literária; Escrita Criativa; 860

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APA (6th Edition):

Barbosa, A. B. (2012). Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2012PA030186

Chicago Manual of Style (16th Edition):

Barbosa, Amilcar Bettega. “Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain.” 2012. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed June 25, 2019. http://www.theses.fr/2012PA030186.

MLA Handbook (7th Edition):

Barbosa, Amilcar Bettega. “Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain.” 2012. Web. 25 Jun 2019.

Vancouver:

Barbosa AB. Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. [cited 2019 Jun 25]. Available from: http://www.theses.fr/2012PA030186.

Council of Science Editors:

Barbosa AB. Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. Available from: http://www.theses.fr/2012PA030186


SUNY College at Brockport

19. Cassano, Jennifer Marie. Improving Reading Fluency: Using Readers' Theatre and the Fluency Development Workshop.

Degree: MSEd, Education and Human Development, 2007, SUNY College at Brockport

Reading development, more specifically fluency instruction, along with the implications that it has on a student’s future, has always been an important aspect of… (more)

Subjects/Keywords: National Reading Panel; prosody; fluency; Readers Theatre; Fluency Development Workshop; Reading First Program; DIBELS; elementary education; Education; Elementary Education and Teaching

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

APA (6th Edition):

Cassano, J. M. (2007). Improving Reading Fluency: Using Readers' Theatre and the Fluency Development Workshop. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/281

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):

Cassano, Jennifer Marie. “Improving Reading Fluency: Using Readers' Theatre and the Fluency Development Workshop.” 2007. Thesis, SUNY College at Brockport. Accessed June 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/281.

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

MLA Handbook (7th Edition):

Cassano, Jennifer Marie. “Improving Reading Fluency: Using Readers' Theatre and the Fluency Development Workshop.” 2007. Web. 25 Jun 2019.

Vancouver:

Cassano JM. Improving Reading Fluency: Using Readers' Theatre and the Fluency Development Workshop. [Internet] [Thesis]. SUNY College at Brockport; 2007. [cited 2019 Jun 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/281.

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

Council of Science Editors:

Cassano JM. Improving Reading Fluency: Using Readers' Theatre and the Fluency Development Workshop. [Thesis]. SUNY College at Brockport; 2007. Available from: https://digitalcommons.brockport.edu/ehd_theses/281

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

20. Bunn, Michael Thomson. Reconceptualizing the Role of Reading in Composition Studies.

Degree: PhD, English & Education, 2010, University of Michigan

 This dissertation identifies several reasons that the field of composition studies has largely neglected the issue of reading, and builds upon conceptions of reading and… (more)

Subjects/Keywords: First-year Writing; Composition Studies; Reading Approaches; Reading Pedagogy; Writing Workshop; English Language and Literature; Humanities

…also recasts writing workshop as a pedagogical strategy for teaching reading-writing… …recasts writing workshop as a pedagogical strategy for teaching reading-writing connections. By… …workshop integrates reading and writing in ways that can help students to recognize important… …reading assignments connect to course writing assignments can increase student motivation to… …complete assigned course reading, and this dissertation highlights two distinct strategies that… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Bunn, M. T. (2010). Reconceptualizing the Role of Reading in Composition Studies. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77796

Chicago Manual of Style (16th Edition):

Bunn, Michael Thomson. “Reconceptualizing the Role of Reading in Composition Studies.” 2010. Doctoral Dissertation, University of Michigan. Accessed June 25, 2019. http://hdl.handle.net/2027.42/77796.

MLA Handbook (7th Edition):

Bunn, Michael Thomson. “Reconceptualizing the Role of Reading in Composition Studies.” 2010. Web. 25 Jun 2019.

Vancouver:

Bunn MT. Reconceptualizing the Role of Reading in Composition Studies. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2027.42/77796.

Council of Science Editors:

Bunn MT. Reconceptualizing the Role of Reading in Composition Studies. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77796

21. Lange-Henszke, Magdalena. Twórczość Claire Castillon w kształceniu literackim na filologii romańskiej w Polsce : Contemporary French women’s writing for students in FLE : the exemple of Claire Castillon.

Degree: Docteur es, Littératures française, francophones et comparée, 2016, Université Michel de Montaigne – Bordeaux III

La présente étude vise à écouter la voix des femmes s’exprimant à travers leurs œuvres, à comprendre leurs motivations, leurs buts et leur place dans… (more)

Subjects/Keywords: Littérature féminine française; Littérature française en FLE en Pologne; Didactique de la littérature; Claire Castillon; Ateliers de lecture; Contemporary French women’s writing; Contemporary French literature in FLE in Poland; Didactics of literature; Claire Castillon; Reading workshop

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APA (6th Edition):

Lange-Henszke, M. (2016). Twórczość Claire Castillon w kształceniu literackim na filologii romańskiej w Polsce : Contemporary French women’s writing for students in FLE : the exemple of Claire Castillon. (Doctoral Dissertation). Université Michel de Montaigne – Bordeaux III. Retrieved from http://www.theses.fr/2016BOR30031

Chicago Manual of Style (16th Edition):

Lange-Henszke, Magdalena. “Twórczość Claire Castillon w kształceniu literackim na filologii romańskiej w Polsce : Contemporary French women’s writing for students in FLE : the exemple of Claire Castillon.” 2016. Doctoral Dissertation, Université Michel de Montaigne – Bordeaux III. Accessed June 25, 2019. http://www.theses.fr/2016BOR30031.

MLA Handbook (7th Edition):

Lange-Henszke, Magdalena. “Twórczość Claire Castillon w kształceniu literackim na filologii romańskiej w Polsce : Contemporary French women’s writing for students in FLE : the exemple of Claire Castillon.” 2016. Web. 25 Jun 2019.

Vancouver:

Lange-Henszke M. Twórczość Claire Castillon w kształceniu literackim na filologii romańskiej w Polsce : Contemporary French women’s writing for students in FLE : the exemple of Claire Castillon. [Internet] [Doctoral dissertation]. Université Michel de Montaigne – Bordeaux III; 2016. [cited 2019 Jun 25]. Available from: http://www.theses.fr/2016BOR30031.

Council of Science Editors:

Lange-Henszke M. Twórczość Claire Castillon w kształceniu literackim na filologii romańskiej w Polsce : Contemporary French women’s writing for students in FLE : the exemple of Claire Castillon. [Doctoral Dissertation]. Université Michel de Montaigne – Bordeaux III; 2016. Available from: http://www.theses.fr/2016BOR30031


Université de Montréal

22. Cormier, Eric. Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie .

Degree: 2015, Université de Montréal

Subjects/Keywords: Prise de notes; Lecture; Écriture; Compréhension en lecture; Atelier de prise de notes; Enseignants; Apprenants du collégial; Études postsecondaires; Note taking; Reading; Writing; Reading comprehension; Note taking workshop; Teachers; College students; Postsecondary; Education

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APA (6th Edition):

Cormier, E. (2015). Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/12410

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):

Cormier, Eric. “Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie .” 2015. Thesis, Université de Montréal. Accessed June 25, 2019. http://hdl.handle.net/1866/12410.

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

MLA Handbook (7th Edition):

Cormier, Eric. “Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie .” 2015. Web. 25 Jun 2019.

Vancouver:

Cormier E. Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie . [Internet] [Thesis]. Université de Montréal; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1866/12410.

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

Council of Science Editors:

Cormier E. Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie . [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/12410

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

23. Ewart, Keri-Lyn Elizabeth. The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception.

Degree: PhD, Education, 2019, York University

 This study investigated the impact of the absence and presence of digital technology as part of a daily literacy program on second grade elementary students… (more)

Subjects/Keywords: Elementary education; Multiliteracy; Critical Literacy; Mixed Methods; Digital Literacy; 21st Century Competencies; Primary Education; New Learning; Models of Pedagogy; Reflective Pedagogy; Empowering Modern Learners; Meaning Making; Multimodal Discourse; Multimodal Design; Metacognition; Goal Setting; Quasi-Experimental Design; Pre-Test-Post-Test Control Group Design; Composite Scores; Comparative Analysis; New London Group; iPad Study; Technology Literacy; Daily Five; PM Benchmarks; Repeated Measures ANOVA; L2; ELL; English as a Second Language; English Language Learners; Pleasure; Reading Engagement; Writing; Spelling; Word Work; Writing Workshop; Word Study; Motivation; Parent Survey; Student Survey

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APA (6th Edition):

Ewart, K. E. (2019). The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35792

Chicago Manual of Style (16th Edition):

Ewart, Keri-Lyn Elizabeth. “The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception.” 2019. Doctoral Dissertation, York University. Accessed June 25, 2019. http://hdl.handle.net/10315/35792.

MLA Handbook (7th Edition):

Ewart, Keri-Lyn Elizabeth. “The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception.” 2019. Web. 25 Jun 2019.

Vancouver:

Ewart KE. The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10315/35792.

Council of Science Editors:

Ewart KE. The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/35792

.