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You searched for subject:(asessment practices with English learners). Showing records 1 – 30 of 49064 total matches.

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University of Southern California

1. del Rio, Veronica. English-learner representation in special education: impact of pre-referral interventions and assessment practices.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 Disproportionate representation of English-learners (ELs) in special education has been a longstanding challenge and concern. Researchers and practitioners express concern with the appropriateness of the… (more)

Subjects/Keywords: asessment practices with English learners

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

APA (6th Edition):

del Rio, V. (2007). English-learner representation in special education: impact of pre-referral interventions and assessment practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376

Chicago Manual of Style (16th Edition):

del Rio, Veronica. “English-learner representation in special education: impact of pre-referral interventions and assessment practices.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376.

MLA Handbook (7th Edition):

del Rio, Veronica. “English-learner representation in special education: impact of pre-referral interventions and assessment practices.” 2007. Web. 10 Jul 2020.

Vancouver:

del Rio V. English-learner representation in special education: impact of pre-referral interventions and assessment practices. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376.

Council of Science Editors:

del Rio V. English-learner representation in special education: impact of pre-referral interventions and assessment practices. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/480992/rec/2376


University of Southern California

2. Evans, Elizabeth Danielle. Teacher perceptions of instructional practices for long-term English learners.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for… (more)

Subjects/Keywords: English learners; teacher perceptions; instructional practices

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APA (6th Edition):

Evans, E. D. (2013). Teacher perceptions of instructional practices for long-term English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353

Chicago Manual of Style (16th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353.

MLA Handbook (7th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Web. 10 Jul 2020.

Vancouver:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353.

Council of Science Editors:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353

3. Sechrest, Wesley. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .

Degree: 2013, California State University – San Marcos

 The academic achievement gap for language learners is a main focus in the age of academic accountability. More than ever, it is vital that every… (more)

Subjects/Keywords: English Language Learners; Best Practices; Professional Development

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APA (6th Edition):

Sechrest, W. (2013). Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/492

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):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Thesis, California State University – San Marcos. Accessed July 10, 2020. http://hdl.handle.net/10211.8/492.

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

MLA Handbook (7th Edition):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Web. 10 Jul 2020.

Vancouver:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.8/492.

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

Council of Science Editors:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/492

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

4. Lima, Lindinalva. Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals.

Degree: MAin Teaching, English, 2015, Bridgewater State University

  The available literature on the writing characteristics and best practices to teach writing to English Language Learners who also present some disability is scarce.… (more)

Subjects/Keywords: Education; English Language Learners; Special Needs; English Language Learners with special needs; Process Writing; Visuals

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APA (6th Edition):

Lima, L. (2015). Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals. (Thesis). Bridgewater State University. Retrieved from https://vc.bridgew.edu/theses/16

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):

Lima, Lindinalva. “Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals.” 2015. Thesis, Bridgewater State University. Accessed July 10, 2020. https://vc.bridgew.edu/theses/16.

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

MLA Handbook (7th Edition):

Lima, Lindinalva. “Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals.” 2015. Web. 10 Jul 2020.

Vancouver:

Lima L. Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals. [Internet] [Thesis]. Bridgewater State University; 2015. [cited 2020 Jul 10]. Available from: https://vc.bridgew.edu/theses/16.

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

Council of Science Editors:

Lima L. Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals. [Thesis]. Bridgewater State University; 2015. Available from: https://vc.bridgew.edu/theses/16

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


Texas A&M University

5. Valle, Melisa. Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices.

Degree: 2010, Texas A&M University

 This dissertation includes empirical studies of educational achievement and resilience of Hispanic ELL. The dataset used is the Early Childhood Longitudinal Study-Kindergarten Cohort and Birth… (more)

Subjects/Keywords: Instructional Practices; English Language Learners; Resilience; Reading; Mathematics

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APA (6th Edition):

Valle, M. (2010). Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801

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):

Valle, Melisa. “Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices.” 2010. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801.

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

MLA Handbook (7th Edition):

Valle, Melisa. “Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices.” 2010. Web. 10 Jul 2020.

Vancouver:

Valle M. Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801.

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

Council of Science Editors:

Valle M. Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801

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


Boston College

6. Drummey, Sandra. District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners.

Degree: EdD, Educational Leadership and Higher Education, 2020, Boston College

 Demographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a… (more)

Subjects/Keywords: Equity; Culturally responsive school leadership; District leadership practices; English learners

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APA (6th Edition):

Drummey, S. (2020). District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108803

Chicago Manual of Style (16th Edition):

Drummey, Sandra. “District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners.” 2020. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:108803.

MLA Handbook (7th Edition):

Drummey, Sandra. “District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners.” 2020. Web. 10 Jul 2020.

Vancouver:

Drummey S. District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108803.

Council of Science Editors:

Drummey S. District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108803


University of Texas – Austin

7. -3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.

Degree: PhD, Special Education, 2018, University of Texas – Austin

English Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only… (more)

Subjects/Keywords: Intervention; Reading; English learners; Adolescents; High school; Students with disabilities

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APA (6th Edition):

-3243-313X. (2018). Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63717

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3243-313X. “Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed July 10, 2020. http://hdl.handle.net/2152/63717.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-3243-313X. “Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.” 2018. Web. 10 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2152/63717.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63717

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


UCLA

8. Cano, Sandra E. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma.

Degree: Education, 2018, UCLA

 This qualitative dual case study investigated the impact of the Sobrato English Academic Language (SEAL) Model on English learners’ acquisition of academic English language. This… (more)

Subjects/Keywords: Education; Academic Language; Culturally Responsive Practices; English Language Development; English Language Learners; Linguistically Responsive Practices; SEAL Model

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APA (6th Edition):

Cano, S. E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2k53b8nd

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):

Cano, Sandra E. “The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma.” 2018. Thesis, UCLA. Accessed July 10, 2020. http://www.escholarship.org/uc/item/2k53b8nd.

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

MLA Handbook (7th Edition):

Cano, Sandra E. “The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma.” 2018. Web. 10 Jul 2020.

Vancouver:

Cano SE. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. [Internet] [Thesis]. UCLA; 2018. [cited 2020 Jul 10]. Available from: http://www.escholarship.org/uc/item/2k53b8nd.

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

Council of Science Editors:

Cano SE. The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/2k53b8nd

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


University of North Texas

9. Montalvo, Ricardo. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.

Degree: 2018, University of North Texas

 This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using… (more)

Subjects/Keywords: English Learners; English Learners with Disabilities; Preservice Special Education Teachers; Teacher Preparation Programs; Sense of Preparedness; Knowledge; Self-Efficacy; Attitudes

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APA (6th Edition):

Montalvo, R. (2018). Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248396/

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):

Montalvo, Ricardo. “Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.” 2018. Thesis, University of North Texas. Accessed July 10, 2020. https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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

MLA Handbook (7th Edition):

Montalvo, Ricardo. “Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.” 2018. Web. 10 Jul 2020.

Vancouver:

Montalvo R. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jul 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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

Council of Science Editors:

Montalvo R. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248396/

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


University of California – Berkeley

10. Mazur, Agnieszka E. Developing discoursal selves:Academic writing in a linguistically diverse Puente English class.

Degree: Education, 2014, University of California – Berkeley

 In our globalized world the ability to move across multiple linguistic and cultural borders continues to grow in importance; however, instead of cultivating students' multiple… (more)

Subjects/Keywords: Education; academic writing; best practices; college going; English Language Learners; identity; Latino students

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APA (6th Edition):

Mazur, A. E. (2014). Developing discoursal selves:Academic writing in a linguistically diverse Puente English class. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3m36117g

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):

Mazur, Agnieszka E. “Developing discoursal selves:Academic writing in a linguistically diverse Puente English class.” 2014. Thesis, University of California – Berkeley. Accessed July 10, 2020. http://www.escholarship.org/uc/item/3m36117g.

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

MLA Handbook (7th Edition):

Mazur, Agnieszka E. “Developing discoursal selves:Academic writing in a linguistically diverse Puente English class.” 2014. Web. 10 Jul 2020.

Vancouver:

Mazur AE. Developing discoursal selves:Academic writing in a linguistically diverse Puente English class. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2020 Jul 10]. Available from: http://www.escholarship.org/uc/item/3m36117g.

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

Council of Science Editors:

Mazur AE. Developing discoursal selves:Academic writing in a linguistically diverse Puente English class. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/3m36117g

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


University of Louisville

11. Glasser, Rose M. Highly student-rated teachers of multicultural classrooms : a qualitative study of teacher practices.

Degree: PhD, 2017, University of Louisville

  In this study, I selected three mathematics teachers teaching in multicultural classes who were highly rated by their students. I examined these teachers’ practices(more)

Subjects/Keywords: mathematics classroom; multicultural; student identified; teacher practices; CRMT; English learners; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Glasser, R. M. (2017). Highly student-rated teachers of multicultural classrooms : a qualitative study of teacher practices. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2845 ; https://ir.library.louisville.edu/etd/2845

Chicago Manual of Style (16th Edition):

Glasser, Rose M. “Highly student-rated teachers of multicultural classrooms : a qualitative study of teacher practices.” 2017. Doctoral Dissertation, University of Louisville. Accessed July 10, 2020. 10.18297/etd/2845 ; https://ir.library.louisville.edu/etd/2845.

MLA Handbook (7th Edition):

Glasser, Rose M. “Highly student-rated teachers of multicultural classrooms : a qualitative study of teacher practices.” 2017. Web. 10 Jul 2020.

Vancouver:

Glasser RM. Highly student-rated teachers of multicultural classrooms : a qualitative study of teacher practices. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2020 Jul 10]. Available from: 10.18297/etd/2845 ; https://ir.library.louisville.edu/etd/2845.

Council of Science Editors:

Glasser RM. Highly student-rated teachers of multicultural classrooms : a qualitative study of teacher practices. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2845 ; https://ir.library.louisville.edu/etd/2845


Queens University

12. Fox, Carol. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .

Degree: Education, 2009, Queens University

 The purpose of this study was to describe the ways in which one elementary teacher included English language learners (ELLs) in her mainstream classroom. A… (more)

Subjects/Keywords: English language learners; Inclusive Instructional Practices

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

APA (6th Edition):

Fox, C. (2009). Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5358

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):

Fox, Carol. “Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .” 2009. Thesis, Queens University. Accessed July 10, 2020. http://hdl.handle.net/1974/5358.

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

MLA Handbook (7th Edition):

Fox, Carol. “Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .” 2009. Web. 10 Jul 2020.

Vancouver:

Fox C. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . [Internet] [Thesis]. Queens University; 2009. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1974/5358.

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

Council of Science Editors:

Fox C. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/5358

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


George Mason University

13. Lenser, Mónica L. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .

Degree: 2014, George Mason University

 The purpose of this investigation was to explore two types of teacher self-efficacy and how they relate to teachers’ beliefs regarding classroom instruction for English(more)

Subjects/Keywords: teacher self-efficacy; English Language Learners (ELLS); Social Studies instruction; teacher practices; teacher beliefs

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

APA (6th Edition):

Lenser, M. L. (2014). Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8725

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):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Thesis, George Mason University. Accessed July 10, 2020. http://hdl.handle.net/1920/8725.

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

MLA Handbook (7th Edition):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Web. 10 Jul 2020.

Vancouver:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1920/8725.

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

Council of Science Editors:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8725

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


University of Rochester

14. Lim, Lisa. A case study of adolescent English language learners' literacy practices in an after school tutoring center.

Degree: PhD, 2013, University of Rochester

 This present study explores how 21st century literacies can be developed through the K-12 ELL curriculum by using online communication resources. It also investigates how… (more)

Subjects/Keywords: 21st century literacies; Adolescent English language learners; Adolescent literacy practices; After school program; Out-of-school literacy practices; Refugees

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APA (6th Edition):

Lim, L. (2013). A case study of adolescent English language learners' literacy practices in an after school tutoring center. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27906

Chicago Manual of Style (16th Edition):

Lim, Lisa. “A case study of adolescent English language learners' literacy practices in an after school tutoring center.” 2013. Doctoral Dissertation, University of Rochester. Accessed July 10, 2020. http://hdl.handle.net/1802/27906.

MLA Handbook (7th Edition):

Lim, Lisa. “A case study of adolescent English language learners' literacy practices in an after school tutoring center.” 2013. Web. 10 Jul 2020.

Vancouver:

Lim L. A case study of adolescent English language learners' literacy practices in an after school tutoring center. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1802/27906.

Council of Science Editors:

Lim L. A case study of adolescent English language learners' literacy practices in an after school tutoring center. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27906


SUNY College at Brockport

15. Gallagher, Laura A. An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  This paper investigated the findings of a previously conducted meta-analysis involving the impacts of peer discussion on student’s comprehension. This paper also examined, synthesized,… (more)

Subjects/Keywords: peer discourse; classroom discussion; student comprehension; English Language Learners; Students with Disabilities; meta-analysis; Education

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APA (6th Edition):

Gallagher, L. A. (2015). An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/561

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):

Gallagher, Laura A. “An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis.” 2015. Thesis, SUNY College at Brockport. Accessed July 10, 2020. https://digitalcommons.brockport.edu/ehd_theses/561.

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

MLA Handbook (7th Edition):

Gallagher, Laura A. “An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis.” 2015. Web. 10 Jul 2020.

Vancouver:

Gallagher LA. An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Jul 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/561.

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

Council of Science Editors:

Gallagher LA. An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/561

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

16. Kershaw, Anneli Mattsson. Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary.

Degree: English, 2017, Dalarna University

English CLIL-instruction in Sweden is supposed to be beneficial to students who want to improve their academic English vocabulary proficiency in preparation for studies… (more)

Subjects/Keywords: CLIL-program; Academic English; English Language Learners; Translanguaging; Teaching Practices; Cognitive theory; Scaffolding; Literacy engagement.; Languages and Literature; Språk och litteratur

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

APA (6th Edition):

Kershaw, A. M. (2017). Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-27458

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):

Kershaw, Anneli Mattsson. “Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary.” 2017. Thesis, Dalarna University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27458.

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

MLA Handbook (7th Edition):

Kershaw, Anneli Mattsson. “Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary.” 2017. Web. 10 Jul 2020.

Vancouver:

Kershaw AM. Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary. [Internet] [Thesis]. Dalarna University; 2017. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-27458.

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

Council of Science Editors:

Kershaw AM. Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary. [Thesis]. Dalarna University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-27458

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

17. Estrada, Karla Vanessa. Examining English Language Development among English Language Learners with Specific Learning Disability.

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

  As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and… (more)

Subjects/Keywords: CELDT; english language development; english language learners; english learners; specific learning disability; students with disabilities; Bilingual, Multilingual, and Multicultural Education; Education; Special Education and Teaching

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

APA (6th Edition):

Estrada, K. V. (2013). Examining English Language Development among English Language Learners with Specific Learning Disability. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/214

Chicago Manual of Style (16th Edition):

Estrada, Karla Vanessa. “Examining English Language Development among English Language Learners with Specific Learning Disability.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed July 10, 2020. https://digitalcommons.lmu.edu/etd/214.

MLA Handbook (7th Edition):

Estrada, Karla Vanessa. “Examining English Language Development among English Language Learners with Specific Learning Disability.” 2013. Web. 10 Jul 2020.

Vancouver:

Estrada KV. Examining English Language Development among English Language Learners with Specific Learning Disability. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2020 Jul 10]. Available from: https://digitalcommons.lmu.edu/etd/214.

Council of Science Editors:

Estrada KV. Examining English Language Development among English Language Learners with Specific Learning Disability. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/214


University of Pretoria

18. Zimmerman, Lisa. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development.

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

 The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in… (more)

Subjects/Keywords: Progress in international reading literacy study; Grade 4; Intermediate phase; Reading literacy; Schooling conditions; Curriculum implementation; Teaching practices; Pirls 2006; English first language learners; English additional language learners; UCTD

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

APA (6th Edition):

Zimmerman, L. (2011). The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24982

Chicago Manual of Style (16th Edition):

Zimmerman, Lisa. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development.” 2011. Doctoral Dissertation, University of Pretoria. Accessed July 10, 2020. http://hdl.handle.net/2263/24982.

MLA Handbook (7th Edition):

Zimmerman, Lisa. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development.” 2011. Web. 10 Jul 2020.

Vancouver:

Zimmerman L. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2263/24982.

Council of Science Editors:

Zimmerman L. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/24982


University of Pretoria

19. [No author]. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development .

Degree: 2011, University of Pretoria

 The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in… (more)

Subjects/Keywords: Progress in international reading literacy study; Grade 4; Intermediate phase; Reading literacy; Schooling conditions; Curriculum implementation; Teaching practices; Pirls 2006; English first language learners; English additional language learners; UCTD

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

APA (6th Edition):

author], [. (2011). The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05252011-133034/

Chicago Manual of Style (16th Edition):

author], [No. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development .” 2011. Doctoral Dissertation, University of Pretoria. Accessed July 10, 2020. http://upetd.up.ac.za/thesis/available/etd-05252011-133034/.

MLA Handbook (7th Edition):

author], [No. “The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development .” 2011. Web. 10 Jul 2020.

Vancouver:

author] [. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Jul 10]. Available from: http://upetd.up.ac.za/thesis/available/etd-05252011-133034/.

Council of Science Editors:

author] [. The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-05252011-133034/


George Mason University

20. Ohanian, Michelle M.Z. Investigating Older Adolescent/Young Adult English Learners' Literacy Engagement at an Alternative High School .

Degree: 2014, George Mason University

 Students who speak a language other than English represent a growing population in secondary schools, and their need to acquire academic English is essential in… (more)

Subjects/Keywords: Education; Multicultural education; Secondary education; Adolescent English Learners; Alternative High School; Literacy Engagement; Second Language Acquistion; Sociocultural Literacy Practices; Young Adult English Learners

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APA (6th Edition):

Ohanian, M. M. Z. (2014). Investigating Older Adolescent/Young Adult English Learners' Literacy Engagement at an Alternative High School . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8966

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):

Ohanian, Michelle M Z. “Investigating Older Adolescent/Young Adult English Learners' Literacy Engagement at an Alternative High School .” 2014. Thesis, George Mason University. Accessed July 10, 2020. http://hdl.handle.net/1920/8966.

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

MLA Handbook (7th Edition):

Ohanian, Michelle M Z. “Investigating Older Adolescent/Young Adult English Learners' Literacy Engagement at an Alternative High School .” 2014. Web. 10 Jul 2020.

Vancouver:

Ohanian MMZ. Investigating Older Adolescent/Young Adult English Learners' Literacy Engagement at an Alternative High School . [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1920/8966.

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

Council of Science Editors:

Ohanian MMZ. Investigating Older Adolescent/Young Adult English Learners' Literacy Engagement at an Alternative High School . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8966

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

21. Isiah, Rosa I. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

English learners are expected to acquire academic language and content simultaneously. Long Term English Learners (LTELs), a growing English Learner subgroup, struggle academically and… (more)

Subjects/Keywords: English Learners; Long Term English Learners; Education

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

APA (6th Edition):

Isiah, R. I. (2015). Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/471

Chicago Manual of Style (16th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed July 10, 2020. https://digitalcommons.lmu.edu/etd/471.

MLA Handbook (7th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Web. 10 Jul 2020.

Vancouver:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2020 Jul 10]. Available from: https://digitalcommons.lmu.edu/etd/471.

Council of Science Editors:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/471


University of Georgia

22. Lang, Lisa Force. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.

Degree: PhD, Education, 2009, University of Georgia

 Elementary teachers meet with challenges organizing instruction to differentiate for diverse learners writing in a new complex language. Building on sociocultural theories of learning, this… (more)

Subjects/Keywords: English language learners

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APA (6th Edition):

Lang, L. F. (2009). It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

Chicago Manual of Style (16th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

MLA Handbook (7th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Web. 10 Jul 2020.

Vancouver:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

Council of Science Editors:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd


University of Georgia

23. Morena, Laura. Evaluating the impact of Headsprout on the reading achievement of English language learners.

Degree: MA, School Psychology, 2011, University of Georgia

 As the number of English Language Learners (ELLs) in American schools increases so does the need for effective reading interventions for this at-risk population. However,… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Morena, L. (2011). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

Chicago Manual of Style (16th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Masters Thesis, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

MLA Handbook (7th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Web. 10 Jul 2020.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma


University of Georgia

24. Suriel, Regina L. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.

Degree: PhD, Science Education, 2011, University of Georgia

 The Association for the Advancement of Science (AAAS) calls for scientifically literate citizens by the return of Halley’s Comet in 2061. Nationally, however, schools in… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Suriel, R. L. (2011). The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd

Chicago Manual of Style (16th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

MLA Handbook (7th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Web. 10 Jul 2020.

Vancouver:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

Council of Science Editors:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd


University of Georgia

25. Oddone, Cameron Grace. Exploring comprehension monitoring in sentence reading with English language learners.

Degree: MA, Educational Psychology, 2015, University of Georgia

 Past research results indicate a strong relationship between oral reading fluency (ORF) and reading comprehension for native English speaking (EL1) students; however, little is known… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Oddone, C. G. (2015). Exploring comprehension monitoring in sentence reading with English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

Chicago Manual of Style (16th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Masters Thesis, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

MLA Handbook (7th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Web. 10 Jul 2020.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

Council of Science Editors:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma


Boston College

26. Orecchia, Amy. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2014, Boston College

 Recognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP)… (more)

Subjects/Keywords: English language learners

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APA (6th Edition):

Orecchia, A. (2014). Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104085

Chicago Manual of Style (16th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104085.

MLA Handbook (7th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Web. 10 Jul 2020.

Vancouver:

Orecchia A. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104085.

Council of Science Editors:

Orecchia A. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104085


Kennesaw State University

27. Wright, Marcia Scott. Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners.

Degree: Doctor of Education in Secondary Education - English (EdD), Secondary English Education, 2014, Kennesaw State University

  High levels of motivation contribute to significant learning for high school English students in rural school settings. The current qualitative study examined the attitudes… (more)

Subjects/Keywords: high school english students; motivational practices; rural adolescent male learners; Educational Methods; Secondary Education and Teaching

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APA (6th Edition):

Wright, M. S. (2014). Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/631

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):

Wright, Marcia Scott. “Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners.” 2014. Thesis, Kennesaw State University. Accessed July 10, 2020. https://digitalcommons.kennesaw.edu/etd/631.

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

MLA Handbook (7th Edition):

Wright, Marcia Scott. “Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners.” 2014. Web. 10 Jul 2020.

Vancouver:

Wright MS. Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2020 Jul 10]. Available from: https://digitalcommons.kennesaw.edu/etd/631.

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

Council of Science Editors:

Wright MS. Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/631

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


Syracuse University

28. Ewing, James Stephen. PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING.

Degree: PhD, Teaching and Leadership, 2016, Syracuse University

  Keywords: English language learners; Mathematical Practices; pre-service teachers; mathematics methods course. In this dissertation I examine the experiences of eight pre-service elementary teachers (PSTs)… (more)

Subjects/Keywords: Case Study; Common Core; English language learners; Mathematical Practices; Mathematics methods course; Pre-service teachers; Education

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

APA (6th Edition):

Ewing, J. S. (2016). PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/431

Chicago Manual of Style (16th Edition):

Ewing, James Stephen. “PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING.” 2016. Doctoral Dissertation, Syracuse University. Accessed July 10, 2020. https://surface.syr.edu/etd/431.

MLA Handbook (7th Edition):

Ewing, James Stephen. “PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING.” 2016. Web. 10 Jul 2020.

Vancouver:

Ewing JS. PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2020 Jul 10]. Available from: https://surface.syr.edu/etd/431.

Council of Science Editors:

Ewing JS. PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/431


University of North Texas

29. Chen, Cristina Rodriguez. Culturally Competent Evaluations.

Degree: 2017, University of North Texas

 Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills… (more)

Subjects/Keywords: culturally and linguistically diverse learners, teacher self-efficacy, special education, culturally relevant practices, English language learners; Education, Special; Education, Bilingual and Multicultural

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

APA (6th Edition):

Chen, C. R. (2017). Culturally Competent Evaluations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984176/

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):

Chen, Cristina Rodriguez. “Culturally Competent Evaluations.” 2017. Thesis, University of North Texas. Accessed July 10, 2020. https://digital.library.unt.edu/ark:/67531/metadc984176/.

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

MLA Handbook (7th Edition):

Chen, Cristina Rodriguez. “Culturally Competent Evaluations.” 2017. Web. 10 Jul 2020.

Vancouver:

Chen CR. Culturally Competent Evaluations. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jul 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984176/.

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

Council of Science Editors:

Chen CR. Culturally Competent Evaluations. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984176/

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

30. Kershaw, Anneli Mattsson. Teaching Academic English to English Learners : A literature Review on Classroom Practice.

Degree: English, 2017, Dalarna University

  The level of fluency in the genre specific language of schooling, also known as Academic English (AE), determines students’ success in school. Government agencies… (more)

Subjects/Keywords: Academic English; BICS; English language learners; English as a second language; systemic learning theory; teaching practices; cognitive theory; teachers’ training; scaffolding.; Specific Languages; Studier av enskilda språk

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

APA (6th Edition):

Kershaw, A. M. (2017). Teaching Academic English to English Learners : A literature Review on Classroom Practice. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394

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):

Kershaw, Anneli Mattsson. “Teaching Academic English to English Learners : A literature Review on Classroom Practice.” 2017. Thesis, Dalarna University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394.

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

MLA Handbook (7th Edition):

Kershaw, Anneli Mattsson. “Teaching Academic English to English Learners : A literature Review on Classroom Practice.” 2017. Web. 10 Jul 2020.

Vancouver:

Kershaw AM. Teaching Academic English to English Learners : A literature Review on Classroom Practice. [Internet] [Thesis]. Dalarna University; 2017. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394.

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

Council of Science Editors:

Kershaw AM. Teaching Academic English to English Learners : A literature Review on Classroom Practice. [Thesis]. Dalarna University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394

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

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