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You searched for subject:(bilingual education). Showing records 1 – 30 of 3032 total matches.

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University of California – San Diego

1. Kleppe, Katie E. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.

Degree: Education, 2017, University of California – San Diego

 Students with disabilities are taught how to utilize self-regulation skills and monitor their emotions. However, Deaf students with multiple disabilities, especially those with social emotional… (more)

Subjects/Keywords: Bilingual education

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

APA (6th Edition):

Kleppe, K. E. (2017). Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/03q8k2dk

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):

Kleppe, Katie E. “Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.” 2017. Thesis, University of California – San Diego. Accessed December 05, 2020. http://www.escholarship.org/uc/item/03q8k2dk.

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

MLA Handbook (7th Edition):

Kleppe, Katie E. “Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.” 2017. Web. 05 Dec 2020.

Vancouver:

Kleppe KE. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2020 Dec 05]. Available from: http://www.escholarship.org/uc/item/03q8k2dk.

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

Council of Science Editors:

Kleppe KE. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/03q8k2dk

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


University of Houston

2. Nguyen, Tung. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.

Degree: PhD, Economics, 2018, University of Houston

 This dissertation is composed of three essays. First chapter. The Impact of Bilingual Education on Economic and Social Assimilation: Evidence from California’s Proposition 227. Bilingual(more)

Subjects/Keywords: Bilingual education

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APA (6th Edition):

Nguyen, T. (2018). Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3148

Chicago Manual of Style (16th Edition):

Nguyen, Tung. “Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.” 2018. Doctoral Dissertation, University of Houston. Accessed December 05, 2020. http://hdl.handle.net/10657/3148.

MLA Handbook (7th Edition):

Nguyen, Tung. “Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.” 2018. Web. 05 Dec 2020.

Vancouver:

Nguyen T. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10657/3148.

Council of Science Editors:

Nguyen T. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3148


California State University – East Bay

3. Brooke-Garza, Elizabeth. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.

Degree: 2013, California State University – East Bay

 Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English Language Learners??? educational outcomes. When compared with students in English-only programs, TWBI… (more)

Subjects/Keywords: Education; Bilingual

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APA (6th Edition):

Brooke-Garza, E. (2013). Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/101553

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):

Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Thesis, California State University – East Bay. Accessed December 05, 2020. http://hdl.handle.net/10211.3/101553.

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

MLA Handbook (7th Edition):

Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Web. 05 Dec 2020.

Vancouver:

Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10211.3/101553.

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

Council of Science Editors:

Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.3/101553

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


University of New Mexico

4. Martinez, Phyllis S. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.

Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico

Bilingual education, teaching of academic content in two languages, is the instructional plan intended to help English language learner students develop the academic competence necessary… (more)

Subjects/Keywords: Bilingual Education

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APA (6th Edition):

Martinez, P. S. (2013). TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23345

Chicago Manual of Style (16th Edition):

Martinez, Phyllis S. “TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.” 2013. Doctoral Dissertation, University of New Mexico. Accessed December 05, 2020. http://hdl.handle.net/1928/23345.

MLA Handbook (7th Edition):

Martinez, Phyllis S. “TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.” 2013. Web. 05 Dec 2020.

Vancouver:

Martinez PS. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1928/23345.

Council of Science Editors:

Martinez PS. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23345


University of Illinois – Urbana-Champaign

5. Negron, David A. Bilingual education: selected principals' experiences with programs at their schools.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL… (more)

Subjects/Keywords: Bilingual; Education; Principals

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APA (6th Edition):

Negron, D. A. (2015). Bilingual education: selected principals' experiences with programs at their schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87993

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):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed December 05, 2020. http://hdl.handle.net/2142/87993.

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

MLA Handbook (7th Edition):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Web. 05 Dec 2020.

Vancouver:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2142/87993.

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

Council of Science Editors:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87993

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


Kansas State University

6. Mejía Vélez, María del Pilar. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.

Degree: EdD, Department of Educational Leadership, 2017, Kansas State University

Bilingual education has a long history in the United States, although the support for bilingual education through, which students preserve their culture and heritage language,… (more)

Subjects/Keywords: Bilingual; Dual language; Bilingual education; LatCrit

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APA (6th Edition):

Mejía Vélez, M. d. P. (2017). ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38214

Chicago Manual of Style (16th Edition):

Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Doctoral Dissertation, Kansas State University. Accessed December 05, 2020. http://hdl.handle.net/2097/38214.

MLA Handbook (7th Edition):

Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Web. 05 Dec 2020.

Vancouver:

Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2097/38214.

Council of Science Editors:

Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/38214

7. Ceron, Paul M. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.

Degree: 2017, California State University, Long Beach

  The education of English Learners in the United States is an urgent matter that merits the attention and, more importantly, action from the educational… (more)

Subjects/Keywords: Bilingual education; Elementary education; Language

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APA (6th Edition):

Ceron, P. M. (2017). An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

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):

Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Thesis, California State University, Long Beach. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

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

MLA Handbook (7th Edition):

Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Web. 05 Dec 2020.

Vancouver:

Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

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

Council of Science Editors:

Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

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

8. Lillestrand, Amy. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.

Degree: 2016, University of Redlands

  This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current… (more)

Subjects/Keywords: Bilingual education; Elementary education

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APA (6th Edition):

Lillestrand, A. (2016). Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

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):

Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Thesis, University of Redlands. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

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

MLA Handbook (7th Edition):

Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Web. 05 Dec 2020.

Vancouver:

Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Internet] [Thesis]. University of Redlands; 2016. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

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

Council of Science Editors:

Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

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

9. Bucio, Mario Orlando. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.

Degree: 2016, University of California – eScholarship, University of California

 Conversational skills are a part of every day life, however, children with Autism Spectrum Disorder demonstrate extensive difficulties engaging in these skills (Koegel & Koegel,… (more)

Subjects/Keywords: Special education; Bilingual education

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APA (6th Edition):

Bucio, M. O. (2016). Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/2624t74v

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):

Bucio, Mario Orlando. “Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.” 2016. Thesis, University of California – eScholarship, University of California. Accessed December 05, 2020. http://www.escholarship.org/uc/item/2624t74v.

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

MLA Handbook (7th Edition):

Bucio, Mario Orlando. “Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.” 2016. Web. 05 Dec 2020.

Vancouver:

Bucio MO. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2020 Dec 05]. Available from: http://www.escholarship.org/uc/item/2624t74v.

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

Council of Science Editors:

Bucio MO. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/2624t74v

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


University of Texas – Austin

10. Dougherty, Caitlin Anna. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.

Degree: MA, Curriculum and Instruction, 2014, University of Texas – Austin

 The present study analyzed the writing of emergent bilingual second grade students enrolled in a two-way dual language bilingual education program. Writing samples were analyzed… (more)

Subjects/Keywords: Bilingual education; Dual language education

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APA (6th Edition):

Dougherty, C. A. (2014). When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25972

Chicago Manual of Style (16th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Masters Thesis, University of Texas – Austin. Accessed December 05, 2020. http://hdl.handle.net/2152/25972.

MLA Handbook (7th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Web. 05 Dec 2020.

Vancouver:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2152/25972.

Council of Science Editors:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25972


University of Exeter

11. Phongploenpis, Sasiporn. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.

Degree: Thesis (EdD), 2016, University of Exeter

 In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive… (more)

Subjects/Keywords: 428.0071; Bilingual Education; Bilingual Teachers; Bilingual Teacher Identity; Bilingual Teacher Education; Nativeness

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

APA (6th Edition):

Phongploenpis, S. (2016). The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24301

Chicago Manual of Style (16th Edition):

Phongploenpis, Sasiporn. “The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.” 2016. Doctoral Dissertation, University of Exeter. Accessed December 05, 2020. http://hdl.handle.net/10871/24301.

MLA Handbook (7th Edition):

Phongploenpis, Sasiporn. “The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.” 2016. Web. 05 Dec 2020.

Vancouver:

Phongploenpis S. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10871/24301.

Council of Science Editors:

Phongploenpis S. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24301


Universiteit Utrecht

12. Tinteren, C.M. The Bilingual Education Debate in the United States.

Degree: 2009, Universiteit Utrecht

 The debate about bilingual education has proved to be a highly controversial issue. While a large number of Americans are bilingual, the legalisation of native… (more)

Subjects/Keywords: Letteren; Bilingual Education, United States

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APA (6th Edition):

Tinteren, C. M. (2009). The Bilingual Education Debate in the United States. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/34392

Chicago Manual of Style (16th Edition):

Tinteren, C M. “The Bilingual Education Debate in the United States.” 2009. Masters Thesis, Universiteit Utrecht. Accessed December 05, 2020. http://dspace.library.uu.nl:8080/handle/1874/34392.

MLA Handbook (7th Edition):

Tinteren, C M. “The Bilingual Education Debate in the United States.” 2009. Web. 05 Dec 2020.

Vancouver:

Tinteren CM. The Bilingual Education Debate in the United States. [Internet] [Masters thesis]. Universiteit Utrecht; 2009. [cited 2020 Dec 05]. Available from: http://dspace.library.uu.nl:8080/handle/1874/34392.

Council of Science Editors:

Tinteren CM. The Bilingual Education Debate in the United States. [Masters Thesis]. Universiteit Utrecht; 2009. Available from: http://dspace.library.uu.nl:8080/handle/1874/34392


Liberty University

13. Lannom, Melissa Harold. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.

Degree: 2008, Liberty University

 This comparative study was designed to assess the efficacy of Reading A-Z, an online reading program with differentiated reading levels from kindergarten to sixth grade,… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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

APA (6th Edition):

Lannom, M. H. (2008). A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/118

Chicago Manual of Style (16th Edition):

Lannom, Melissa Harold. “A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.” 2008. Doctoral Dissertation, Liberty University. Accessed December 05, 2020. http://digitalcommons.liberty.edu/doctoral/118.

MLA Handbook (7th Edition):

Lannom, Melissa Harold. “A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.” 2008. Web. 05 Dec 2020.

Vancouver:

Lannom MH. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2020 Dec 05]. Available from: http://digitalcommons.liberty.edu/doctoral/118.

Council of Science Editors:

Lannom MH. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/118


Liberty University

14. Fontanella, Joseph F. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.

Degree: 2008, Liberty University

 This study examined the relationship between diverse learning environments and students’ perceptions of their educational experiences within a large Northern Virginia public school system via… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6th Edition):

Fontanella, J. F. (2008). Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/128

Chicago Manual of Style (16th Edition):

Fontanella, Joseph F. “Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.” 2008. Doctoral Dissertation, Liberty University. Accessed December 05, 2020. http://digitalcommons.liberty.edu/doctoral/128.

MLA Handbook (7th Edition):

Fontanella, Joseph F. “Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.” 2008. Web. 05 Dec 2020.

Vancouver:

Fontanella JF. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2020 Dec 05]. Available from: http://digitalcommons.liberty.edu/doctoral/128.

Council of Science Editors:

Fontanella JF. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/128


University of Namibia

15. Anderson, Jacolynn. The impact of language of instructuion and gender on the acquisition of English as a second language .

Degree: 2011, University of Namibia

 Abstract provided by author; The language policy of schools in Namibia states that learners should receive instruction in their mother tongue during the first three… (more)

Subjects/Keywords: Bilingualism in children ; Education bilingual

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

APA (6th Edition):

Anderson, J. (2011). The impact of language of instructuion and gender on the acquisition of English as a second language . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/527

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):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Thesis, University of Namibia. Accessed December 05, 2020. http://hdl.handle.net/11070/527.

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

MLA Handbook (7th Edition):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Web. 05 Dec 2020.

Vancouver:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Internet] [Thesis]. University of Namibia; 2011. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11070/527.

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

Council of Science Editors:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Thesis]. University of Namibia; 2011. Available from: http://hdl.handle.net/11070/527

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

16. Khan, Quratulain H. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.

Degree: PhD, Psychology, 2013, National Library of Canada

 The overall goal of this study was to examine the nature of lexical access and representation of frequency-balanced and frequency-unbalanced cognate and noncognate words in… (more)

Subjects/Keywords: Bilingual education; Psychology; Cognitive psychology

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APA (6th Edition):

Khan, Q. H. (2013). Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4772

Chicago Manual of Style (16th Edition):

Khan, Quratulain H. “Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.” 2013. Doctoral Dissertation, National Library of Canada. Accessed December 05, 2020. http://scholar.uwindsor.ca/etd/4772.

MLA Handbook (7th Edition):

Khan, Quratulain H. “Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.” 2013. Web. 05 Dec 2020.

Vancouver:

Khan QH. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. [Internet] [Doctoral dissertation]. National Library of Canada; 2013. [cited 2020 Dec 05]. Available from: http://scholar.uwindsor.ca/etd/4772.

Council of Science Editors:

Khan QH. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. [Doctoral Dissertation]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4772

17. Zhong, Lan. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.

Degree: PhD, Education, 2011, National Library of Canada

 In the past two decades, there has been an increasing number of Chinese immigrants to Canada. Consequently, children of those immigrants are becoming a large… (more)

Subjects/Keywords: Education; Bilingual and Multicultural.

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APA (6th Edition):

Zhong, L. (2011). Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/427

Chicago Manual of Style (16th Edition):

Zhong, Lan. “Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.” 2011. Doctoral Dissertation, National Library of Canada. Accessed December 05, 2020. http://scholar.uwindsor.ca/etd/427.

MLA Handbook (7th Edition):

Zhong, Lan. “Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.” 2011. Web. 05 Dec 2020.

Vancouver:

Zhong L. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. [Internet] [Doctoral dissertation]. National Library of Canada; 2011. [cited 2020 Dec 05]. Available from: http://scholar.uwindsor.ca/etd/427.

Council of Science Editors:

Zhong L. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. [Doctoral Dissertation]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/427

18. Lin, Yi (Elaine). Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.

Degree: PhD, Education, 2009, National Library of Canada

 This study explored role-play implementation in secondary school EFL classrooms in China with a main research question: How can Chinese EFL teachers make effective use… (more)

Subjects/Keywords: Education; Bilingual and Multicultural.

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

APA (6th Edition):

Lin, Y. (. (2009). Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/425

Chicago Manual of Style (16th Edition):

Lin, Yi (Elaine). “Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.” 2009. Doctoral Dissertation, National Library of Canada. Accessed December 05, 2020. http://scholar.uwindsor.ca/etd/425.

MLA Handbook (7th Edition):

Lin, Yi (Elaine). “Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.” 2009. Web. 05 Dec 2020.

Vancouver:

Lin Y(. Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. [Internet] [Doctoral dissertation]. National Library of Canada; 2009. [cited 2020 Dec 05]. Available from: http://scholar.uwindsor.ca/etd/425.

Council of Science Editors:

Lin Y(. Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. [Doctoral Dissertation]. National Library of Canada; 2009. Available from: http://scholar.uwindsor.ca/etd/425

19. Moraga, Olga Grimalt. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.

Degree: 2011, Loyola Marymount University

  This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI)… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6th Edition):

Moraga, O. G. (2011). The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3439140

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):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2011. Thesis, Loyola Marymount University. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3439140.

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

MLA Handbook (7th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2011. Web. 05 Dec 2020.

Vancouver:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140.

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

Council of Science Editors:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140

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


Temple University

20. Thurman, John P. The interaction of topic choice and task-type in the EFL classroom.

Degree: 2008, Temple University

  This study was an examination of the effect that three levels of topic choice (no choice, limited choice, and complete choice) would have on… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6th Edition):

Thurman, J. P. (2008). The interaction of topic choice and task-type in the EFL classroom. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3320076

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):

Thurman, John P. “The interaction of topic choice and task-type in the EFL classroom.” 2008. Thesis, Temple University. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3320076.

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

MLA Handbook (7th Edition):

Thurman, John P. “The interaction of topic choice and task-type in the EFL classroom.” 2008. Web. 05 Dec 2020.

Vancouver:

Thurman JP. The interaction of topic choice and task-type in the EFL classroom. [Internet] [Thesis]. Temple University; 2008. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076.

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

Council of Science Editors:

Thurman JP. The interaction of topic choice and task-type in the EFL classroom. [Thesis]. Temple University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076

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


Texas A&M University

21. McLeod, Kent Doehr. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.

Degree: 2008, Texas A&M University

  The primary purpose of the study was to reveal the perceptions of three newly-arrived male Korean students enrolled in Texas A&M University during the… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6th Edition):

McLeod, K. D. (2008). A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. (Thesis). Texas A&M University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3321970

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):

McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2008. Thesis, Texas A&M University. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3321970.

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

MLA Handbook (7th Edition):

McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2008. Web. 05 Dec 2020.

Vancouver:

McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970.

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

Council of Science Editors:

McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Thesis]. Texas A&M University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970

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

22. Mortoti, Prudence Barbara. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.

Degree: 2018, Arkansas State University

  This study investigated the acoustic characteristics that contribute to the perception of foreign-accentedness of English spoken by native Ewe speakers. Forty monosyllabic words spoken… (more)

Subjects/Keywords: Bilingual education; Speech therapy; Acoustics

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APA (6th Edition):

Mortoti, P. B. (2018). Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. (Thesis). Arkansas State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10976109

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):

Mortoti, Prudence Barbara. “Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.” 2018. Thesis, Arkansas State University. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10976109.

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

MLA Handbook (7th Edition):

Mortoti, Prudence Barbara. “Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.” 2018. Web. 05 Dec 2020.

Vancouver:

Mortoti PB. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. [Internet] [Thesis]. Arkansas State University; 2018. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109.

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

Council of Science Editors:

Mortoti PB. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. [Thesis]. Arkansas State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109

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

23. Tomaschke, Greta R. A study revisited.

Degree: 2015, SUNY College at Fredonia

 There are many advantages to becoming bilingual for students learning English as their new language. When English Language Learners (ELLs) begin to acquire a new… (more)

Subjects/Keywords: Cultural property.; Education, Bilingual.

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APA (6th Edition):

Tomaschke, G. R. (2015). A study revisited. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/66605

Chicago Manual of Style (16th Edition):

Tomaschke, Greta R. “A study revisited. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed December 05, 2020. http://hdl.handle.net/1951/66605.

MLA Handbook (7th Edition):

Tomaschke, Greta R. “A study revisited. ” 2015. Web. 05 Dec 2020.

Vancouver:

Tomaschke GR. A study revisited. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1951/66605.

Council of Science Editors:

Tomaschke GR. A study revisited. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/66605


Harvard University

24. Stolte, Laurel Cadwallader. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.

Degree: Doctor of Education (EdD), 2015, Harvard University

Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6th Edition):

Stolte, L. C. (2015). Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034

Chicago Manual of Style (16th Edition):

Stolte, Laurel Cadwallader. “Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.” 2015. Doctoral Dissertation, Harvard University. Accessed December 05, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

MLA Handbook (7th Edition):

Stolte, Laurel Cadwallader. “Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.” 2015. Web. 05 Dec 2020.

Vancouver:

Stolte LC. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2020 Dec 05]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

Council of Science Editors:

Stolte LC. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034


Harvard University

25. Jacobs, Jenny Eva. Language Ideologies and Identity Construction Among Dual Language Youth.

Degree: Doctor of Education (EdD), 2016, Harvard University

 Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6th Edition):

Jacobs, J. E. (2016). Language Ideologies and Identity Construction Among Dual Language Youth. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703

Chicago Manual of Style (16th Edition):

Jacobs, Jenny Eva. “Language Ideologies and Identity Construction Among Dual Language Youth.” 2016. Doctoral Dissertation, Harvard University. Accessed December 05, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

MLA Handbook (7th Edition):

Jacobs, Jenny Eva. “Language Ideologies and Identity Construction Among Dual Language Youth.” 2016. Web. 05 Dec 2020.

Vancouver:

Jacobs JE. Language Ideologies and Identity Construction Among Dual Language Youth. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Dec 05]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

Council of Science Editors:

Jacobs JE. Language Ideologies and Identity Construction Among Dual Language Youth. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703


West Virginia University

26. Lirio, Livia Silva. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.

Degree: MA, World Languages, Literatures and Linguistics, 2003, West Virginia University

 There have been research studies done in the area of cross-cultural analysis that discuss the necessity of culture-oriented examiners or assessors as well as "culture-free… (more)

Subjects/Keywords: Bilingual education

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APA (6th Edition):

Lirio, L. S. (2003). Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721

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):

Lirio, Livia Silva. “Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.” 2003. Thesis, West Virginia University. Accessed December 05, 2020. https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721.

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

MLA Handbook (7th Edition):

Lirio, Livia Silva. “Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.” 2003. Web. 05 Dec 2020.

Vancouver:

Lirio LS. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. [Internet] [Thesis]. West Virginia University; 2003. [cited 2020 Dec 05]. Available from: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721.

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

Council of Science Editors:

Lirio LS. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. [Thesis]. West Virginia University; 2003. Available from: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721

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


Virginia Commonwealth University

27. Lennon, Stephanie C. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  This case study is a phenomenology to explore the experiences of African American men in the Call Me MISTER program at one university. The… (more)

Subjects/Keywords: Bilingual; Multilingual; and Multicultural Education

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APA (6th Edition):

Lennon, S. C. (2016). A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599

Chicago Manual of Style (16th Edition):

Lennon, Stephanie C. “A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed December 05, 2020. https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599.

MLA Handbook (7th Edition):

Lennon, Stephanie C. “A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.” 2016. Web. 05 Dec 2020.

Vancouver:

Lennon SC. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2020 Dec 05]. Available from: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599.

Council of Science Editors:

Lennon SC. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599


Wayne State University

28. Martinez, Juan Jose. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.

Degree: 2018, Wayne State University

  Using autoethnographic research for this study, I intimately explore my experiences in school as a Detroit Latino male and the relationship with my family,… (more)

Subjects/Keywords: Bilingual education; Hispanic American studies

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APA (6th Edition):

Martinez, J. J. (2018). Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

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):

Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Thesis, Wayne State University. Accessed December 05, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.

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

MLA Handbook (7th Edition):

Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Web. 05 Dec 2020.

Vancouver:

Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Internet] [Thesis]. Wayne State University; 2018. [cited 2020 Dec 05]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.

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

Council of Science Editors:

Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Thesis]. Wayne State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

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


University of Houston

29. Villarreal, Javier 1975-. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.

Degree: EdD, Educational Leadership, 2012, University of Houston

 District and school-based administrators are faced with the challenge of responding to strict legislative demands, dealing with the coupling effect of increasing necessities and decreasing… (more)

Subjects/Keywords: Bilingual education; Educational leadership

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

APA (6th Edition):

Villarreal, J. 1. (2012). The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/629

Chicago Manual of Style (16th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed December 05, 2020. http://hdl.handle.net/10657/629.

MLA Handbook (7th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Web. 05 Dec 2020.

Vancouver:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10657/629.

Council of Science Editors:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/629


University of Houston

30. Garcia, Maria Teresa. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.

Degree: EdD, Administration and Supervision, 2014, University of Houston

 The United States of America has the unique challenge of educating a student population that comes from linguistically diverse backgrounds. During the decade from 1998-99… (more)

Subjects/Keywords: Transitional bilingual; Education; Elementary schools

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

APA (6th Edition):

Garcia, M. T. (2014). PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1676

Chicago Manual of Style (16th Edition):

Garcia, Maria Teresa. “PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.” 2014. Doctoral Dissertation, University of Houston. Accessed December 05, 2020. http://hdl.handle.net/10657/1676.

MLA Handbook (7th Edition):

Garcia, Maria Teresa. “PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.” 2014. Web. 05 Dec 2020.

Vancouver:

Garcia MT. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10657/1676.

Council of Science Editors:

Garcia MT. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1676

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