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You searched for subject:(elementary science for English Learners in science). Showing records 1 – 30 of 265759 total matches.

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University of Southern California

1. Han, Alyson Kim. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.

Degree: EdD, Education (Curriculum & Instruction), 2007, University of Southern California

 According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a… (more)

Subjects/Keywords: elementary science for English Learners in science; mathematics; and technology centered magnet schools

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APA (6th Edition):

Han, A. K. (2007). Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057

Chicago Manual of Style (16th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

MLA Handbook (7th Edition):

Han, Alyson Kim. “Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools.” 2007. Web. 10 Jul 2020.

Vancouver:

Han AK. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057.

Council of Science Editors:

Han AK. Status of teaching elementary science for English learners in science, mathematics, and technology centered magnet schools. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/538248/rec/6057


University of Newcastle

2. Apawan, Edwin L. The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This study investigated the impact of disaggregating concepts and specialist language in teaching content-rich courses such as Science(more)

Subjects/Keywords: science and mathematics teaching; English language learners learning science and mathematics; science and mathematics teaching strategy; teaching strategies for ELLs in content courses

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APA (6th Edition):

Apawan, E. L. (2016). The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1314401

Chicago Manual of Style (16th Edition):

Apawan, Edwin L. “The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects.” 2016. Doctoral Dissertation, University of Newcastle. Accessed July 10, 2020. http://hdl.handle.net/1959.13/1314401.

MLA Handbook (7th Edition):

Apawan, Edwin L. “The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects.” 2016. Web. 10 Jul 2020.

Vancouver:

Apawan EL. The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1959.13/1314401.

Council of Science Editors:

Apawan EL. The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1314401

3. Davis, Amy D. An integrated literacy/science intervention for English language learners in third grade.

Degree: PhD, Curriculum and Instruction Programs, 2018, Kansas State University

English language learners (ELLs) are expected to meet the same academic standards as those of their fluent English-speaking peers while simultaneously acquiring a second language.… (more)

Subjects/Keywords: English language learners; literacy/science intervention; science achievement for ELLs; scientific inquiry; language strategies

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APA (6th Edition):

Davis, A. D. (2018). An integrated literacy/science intervention for English language learners in third grade. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/39159

Chicago Manual of Style (16th Edition):

Davis, Amy D. “An integrated literacy/science intervention for English language learners in third grade.” 2018. Doctoral Dissertation, Kansas State University. Accessed July 10, 2020. http://hdl.handle.net/2097/39159.

MLA Handbook (7th Edition):

Davis, Amy D. “An integrated literacy/science intervention for English language learners in third grade.” 2018. Web. 10 Jul 2020.

Vancouver:

Davis AD. An integrated literacy/science intervention for English language learners in third grade. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2097/39159.

Council of Science Editors:

Davis AD. An integrated literacy/science intervention for English language learners in third grade. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/39159


University of Miami

4. Lindskoog, Georgina O. The Impact of a Curricular and Professional Development Intervention on Elementary Science Teachers’ Perceptions of High-Stakes Testing and Accountability.

Degree: PhD, Teaching and Learning (Education), 2014, University of Miami

 High-stakes testing and accountability (HSTA) is a topic largely debated because of the effects it can have on student learning. Teachers’ perceptions help determine teaching… (more)

Subjects/Keywords: Science education; teachers’ beliefs; high-stakes testing and accountability; English language learners; elementary teachers

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APA (6th Edition):

Lindskoog, G. O. (2014). The Impact of a Curricular and Professional Development Intervention on Elementary Science Teachers’ Perceptions of High-Stakes Testing and Accountability. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1163

Chicago Manual of Style (16th Edition):

Lindskoog, Georgina O. “The Impact of a Curricular and Professional Development Intervention on Elementary Science Teachers’ Perceptions of High-Stakes Testing and Accountability.” 2014. Doctoral Dissertation, University of Miami. Accessed July 10, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/1163.

MLA Handbook (7th Edition):

Lindskoog, Georgina O. “The Impact of a Curricular and Professional Development Intervention on Elementary Science Teachers’ Perceptions of High-Stakes Testing and Accountability.” 2014. Web. 10 Jul 2020.

Vancouver:

Lindskoog GO. The Impact of a Curricular and Professional Development Intervention on Elementary Science Teachers’ Perceptions of High-Stakes Testing and Accountability. [Internet] [Doctoral dissertation]. University of Miami; 2014. [cited 2020 Jul 10]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1163.

Council of Science Editors:

Lindskoog GO. The Impact of a Curricular and Professional Development Intervention on Elementary Science Teachers’ Perceptions of High-Stakes Testing and Accountability. [Doctoral Dissertation]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1163

5. Yuvaraj A. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.

Degree: Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study, 2015, Anna University

The main objectives of the present study were to investigate the newlineappropriateness of the introduction of English to young learners in staterun newlineschools in Tamil… (more)

Subjects/Keywords: science and humanities; Teaching english; young learners

Page 1

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APA (6th Edition):

A, Y. (2015). Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/33582

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):

A, Yuvaraj. “Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.” 2015. Thesis, Anna University. Accessed July 10, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/33582.

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

MLA Handbook (7th Edition):

A, Yuvaraj. “Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.” 2015. Web. 10 Jul 2020.

Vancouver:

A Y. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. [Internet] [Thesis]. Anna University; 2015. [cited 2020 Jul 10]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33582.

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

Council of Science Editors:

A Y. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. [Thesis]. Anna University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33582

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


California State University – Northridge

6. Gunckel, Mary. Bridging the Gap: Creating Successful Learning for English Language Learners in Science.

Degree: MA, Department of Elementary Education, 2015, California State University – Northridge

 ABSTRACT BRIDGING THE GAP: CREATING SUCCESSFUL LEARNING FOR ENGLISH LANGUAGE LEARNERS IN SCIENCE By Mary Gunckel Masters of Arts in Curriculum and Instruction The purpose… (more)

Subjects/Keywords: English Language Learning in Science; Dissertations, Academic  – CSUN  – Education  – Elementary Education.

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APA (6th Edition):

Gunckel, M. (2015). Bridging the Gap: Creating Successful Learning for English Language Learners in Science. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/140551

Chicago Manual of Style (16th Edition):

Gunckel, Mary. “Bridging the Gap: Creating Successful Learning for English Language Learners in Science.” 2015. Masters Thesis, California State University – Northridge. Accessed July 10, 2020. http://hdl.handle.net/10211.3/140551.

MLA Handbook (7th Edition):

Gunckel, Mary. “Bridging the Gap: Creating Successful Learning for English Language Learners in Science.” 2015. Web. 10 Jul 2020.

Vancouver:

Gunckel M. Bridging the Gap: Creating Successful Learning for English Language Learners in Science. [Internet] [Masters thesis]. California State University – Northridge; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.3/140551.

Council of Science Editors:

Gunckel M. Bridging the Gap: Creating Successful Learning for English Language Learners in Science. [Masters Thesis]. California State University – Northridge; 2015. Available from: http://hdl.handle.net/10211.3/140551


Wayne State University

7. Salame, Hania Moussa. Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science.

Degree: PhD, Science Education, 2015, Wayne State University

  The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes… (more)

Subjects/Keywords: achievement in science; attitudes toward science; English Language Learners; instructional congruence; instructional practices; nature of science; Curriculum and Instruction; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Salame, H. M. (2015). Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1165

Chicago Manual of Style (16th Edition):

Salame, Hania Moussa. “Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science.” 2015. Doctoral Dissertation, Wayne State University. Accessed July 10, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1165.

MLA Handbook (7th Edition):

Salame, Hania Moussa. “Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science.” 2015. Web. 10 Jul 2020.

Vancouver:

Salame HM. Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science. [Internet] [Doctoral dissertation]. Wayne State University; 2015. [cited 2020 Jul 10]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1165.

Council of Science Editors:

Salame HM. Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science. [Doctoral Dissertation]. Wayne State University; 2015. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1165


University of Colorado

8. del Rosal, Karla. Investigating Science Teachers Informal Formative Assessment Practices Addressing Science Academic Language in Emergent Bilinguals.

Degree: PhD, Education, 2015, University of Colorado

  This exploratory study investigated issues that emerge from the use of informal formative assessment (IFA) to address science academic language (SAL) of emergent bilinguals… (more)

Subjects/Keywords: Elementary Education; English Language Learners Education; Formative Assessment; Science Education; Secondary Education; Second Language Development; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Educational Sociology

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APA (6th Edition):

del Rosal, K. (2015). Investigating Science Teachers Informal Formative Assessment Practices Addressing Science Academic Language in Emergent Bilinguals. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/53

Chicago Manual of Style (16th Edition):

del Rosal, Karla. “Investigating Science Teachers Informal Formative Assessment Practices Addressing Science Academic Language in Emergent Bilinguals.” 2015. Doctoral Dissertation, University of Colorado. Accessed July 10, 2020. https://scholar.colorado.edu/educ_gradetds/53.

MLA Handbook (7th Edition):

del Rosal, Karla. “Investigating Science Teachers Informal Formative Assessment Practices Addressing Science Academic Language in Emergent Bilinguals.” 2015. Web. 10 Jul 2020.

Vancouver:

del Rosal K. Investigating Science Teachers Informal Formative Assessment Practices Addressing Science Academic Language in Emergent Bilinguals. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Jul 10]. Available from: https://scholar.colorado.edu/educ_gradetds/53.

Council of Science Editors:

del Rosal K. Investigating Science Teachers Informal Formative Assessment Practices Addressing Science Academic Language in Emergent Bilinguals. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/53


Harvard University

9. Marroquin, William Y. English Learners: Redefining Education in America.

Degree: Doctor of Education Leadership (Ed.L.D.), 2019, Harvard University

Schools have the responsibility to create opportunity and develop noble citizens to support the growth of our nation. Since the birth of our country, a… (more)

Subjects/Keywords: english learners; adaptive leadership, change management; improvement science; state policy; instruction.

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APA (6th Edition):

Marroquin, W. Y. (2019). English Learners: Redefining Education in America. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063289

Chicago Manual of Style (16th Edition):

Marroquin, William Y. “English Learners: Redefining Education in America.” 2019. Doctoral Dissertation, Harvard University. Accessed July 10, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063289.

MLA Handbook (7th Edition):

Marroquin, William Y. “English Learners: Redefining Education in America.” 2019. Web. 10 Jul 2020.

Vancouver:

Marroquin WY. English Learners: Redefining Education in America. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2020 Jul 10]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063289.

Council of Science Editors:

Marroquin WY. English Learners: Redefining Education in America. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063289

10. Wright, Elizabeth André. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms.

Degree: PhD, 2015, University of Washington

 This dissertation examines the instructional and relational moves implemented by an equity-conscious teacher in service of supporting discursive participation among her English Learners specifically in… (more)

Subjects/Keywords: Caring; English Learners; Equity; Problem-based Instruction; Science education; education - seattle

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APA (6th Edition):

Wright, E. A. (2015). Equity Conscious Instruction in Problem-based Multilingual Science Classrooms. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33758

Chicago Manual of Style (16th Edition):

Wright, Elizabeth André. “Equity Conscious Instruction in Problem-based Multilingual Science Classrooms.” 2015. Doctoral Dissertation, University of Washington. Accessed July 10, 2020. http://hdl.handle.net/1773/33758.

MLA Handbook (7th Edition):

Wright, Elizabeth André. “Equity Conscious Instruction in Problem-based Multilingual Science Classrooms.” 2015. Web. 10 Jul 2020.

Vancouver:

Wright EA. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1773/33758.

Council of Science Editors:

Wright EA. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33758


University of Oregon

11. Partsafas, Andrea. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.

Degree: D.Ed., Department of Educational Methodology, Policy, and Leadership, 2019, University of Oregon

 There is a consensus that today’s students in the U.S. are not prepared to fill the almost 1 million unfilled computing jobs in 2024. In… (more)

Subjects/Keywords: computer science; cte instruction; English learners; instructional strategies

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APA (6th Edition):

Partsafas, A. (2019). Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847

Chicago Manual of Style (16th Edition):

Partsafas, Andrea. “Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.” 2019. Doctoral Dissertation, University of Oregon. Accessed July 10, 2020. https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847.

MLA Handbook (7th Edition):

Partsafas, Andrea. “Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.” 2019. Web. 10 Jul 2020.

Vancouver:

Partsafas A. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. [Internet] [Doctoral dissertation]. University of Oregon; 2019. [cited 2020 Jul 10]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847.

Council of Science Editors:

Partsafas A. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. [Doctoral Dissertation]. University of Oregon; 2019. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847


University of Southern California

12. McDonnell, Ryan William. An investigation on the integration of science and literacy for English language learners.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The recent adoption of the Next Generation Science Standards and the Common Core State Standards called for changes to science education in the United States.… (more)

Subjects/Keywords: pedagogy; science education; literacy; teacher perceptions; English learners

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APA (6th Edition):

McDonnell, R. W. (2014). An investigation on the integration of science and literacy for English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786

Chicago Manual of Style (16th Edition):

McDonnell, Ryan William. “An investigation on the integration of science and literacy for English language learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786.

MLA Handbook (7th Edition):

McDonnell, Ryan William. “An investigation on the integration of science and literacy for English language learners.” 2014. Web. 10 Jul 2020.

Vancouver:

McDonnell RW. An investigation on the integration of science and literacy for English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786.

Council of Science Editors:

McDonnell RW. An investigation on the integration of science and literacy for English language learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786


SUNY College at Brockport

13. Maggard, Sarah. Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

English Language Learners (ELLs) are becoming more prevalent in classrooms across the United States. This diverse group of students is not receiving an equitable… (more)

Subjects/Keywords: English Language Learners; Secondary Science; Equity; Inquiry Based Learning; Education

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APA (6th Edition):

Maggard, S. (2016). Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/691

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):

Maggard, Sarah. “Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning.” 2016. Thesis, SUNY College at Brockport. Accessed July 10, 2020. https://digitalcommons.brockport.edu/ehd_theses/691.

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

MLA Handbook (7th Edition):

Maggard, Sarah. “Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning.” 2016. Web. 10 Jul 2020.

Vancouver:

Maggard S. Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2020 Jul 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/691.

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

Council of Science Editors:

Maggard S. Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/691

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

14. Alshehri, Arwa A. Learning Chemistry in English: Challenges Faced by Non-Native English Speakers.

Degree: MSin Chemistry, Chemistry, 2018, Missouri State University

  Every year many international students come to study in the United States. In addition to all the challenges associated with coming to a new… (more)

Subjects/Keywords: English language learners; bilingual learners; general chemistry; chemistry education research; science education; Other Chemistry; Science and Mathematics Education

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APA (6th Edition):

Alshehri, A. A. (2018). Learning Chemistry in English: Challenges Faced by Non-Native English Speakers. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3306

Chicago Manual of Style (16th Edition):

Alshehri, Arwa A. “Learning Chemistry in English: Challenges Faced by Non-Native English Speakers.” 2018. Masters Thesis, Missouri State University. Accessed July 10, 2020. https://bearworks.missouristate.edu/theses/3306.

MLA Handbook (7th Edition):

Alshehri, Arwa A. “Learning Chemistry in English: Challenges Faced by Non-Native English Speakers.” 2018. Web. 10 Jul 2020.

Vancouver:

Alshehri AA. Learning Chemistry in English: Challenges Faced by Non-Native English Speakers. [Internet] [Masters thesis]. Missouri State University; 2018. [cited 2020 Jul 10]. Available from: https://bearworks.missouristate.edu/theses/3306.

Council of Science Editors:

Alshehri AA. Learning Chemistry in English: Challenges Faced by Non-Native English Speakers. [Masters Thesis]. Missouri State University; 2018. Available from: https://bearworks.missouristate.edu/theses/3306


University of Cincinnati

15. Sherry, Tammie. Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom.

Degree: EdD, Education : Literacy, 2010, University of Cincinnati

 This study examined the instructional approach of interactive writing with emergent kindergarten writers in a classroom where half of the students were identified as English(more)

Subjects/Keywords: Elementary Education; interactive writing; English language learners

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APA (6th Edition):

Sherry, T. (2010). Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231

Chicago Manual of Style (16th Edition):

Sherry, Tammie. “Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231.

MLA Handbook (7th Edition):

Sherry, Tammie. “Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom.” 2010. Web. 10 Jul 2020.

Vancouver:

Sherry T. Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231.

Council of Science Editors:

Sherry T. Teaching Concepts About Print to English Language Learners and Native Speakers using Interactive Writing in a Kindergarten Classroom. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533231


University of Southern California

16. Sacks, Laura S. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.

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

 This case study applies the Gap Analysis (Clark & Estes, 2008) approach in order to (a) analyze the challenges and barriers in knowledge and skills,… (more)

Subjects/Keywords: elementary school; teachers; English learners; education

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

APA (6th Edition):

Sacks, L. S. (2013). Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523

Chicago Manual of Style (16th Edition):

Sacks, Laura S. “Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523.

MLA Handbook (7th Edition):

Sacks, Laura S. “Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach.” 2013. Web. 10 Jul 2020.

Vancouver:

Sacks LS. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523.

Council of Science Editors:

Sacks LS. Addressing the challenges for teachers of English learners in a California elementary school using the gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236642/rec/523


University of Southern California

17. Soto, Iztaccíhuatl G. Evaluation of the progress of elementary English learners at Daisyville Unified School District.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics… (more)

Subjects/Keywords: elementary; English learners

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APA (6th Edition):

Soto, I. G. (2010). Evaluation of the progress of elementary English learners at Daisyville Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543

Chicago Manual of Style (16th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543.

MLA Handbook (7th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Web. 10 Jul 2020.

Vancouver:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543.

Council of Science Editors:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2543


Boise State University

18. Hettinger, Jill K. Finding Success in Elementary Science Across Socioeconomic Boundaries.

Degree: 2014, Boise State University

Elementary science education provides a platform for intellectual development, building a foundation of scientific literacy and a first entry point into interest in Science, Technology,… (more)

Subjects/Keywords: elementary science education; STEM; elementary science reform; leadership in elementary science; high achievement; socioeconomics; Curriculum and Instruction; Science and Mathematics Education

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APA (6th Edition):

Hettinger, J. K. (2014). Finding Success in Elementary Science Across Socioeconomic Boundaries. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/884

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):

Hettinger, Jill K. “Finding Success in Elementary Science Across Socioeconomic Boundaries.” 2014. Thesis, Boise State University. Accessed July 10, 2020. https://scholarworks.boisestate.edu/td/884.

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

MLA Handbook (7th Edition):

Hettinger, Jill K. “Finding Success in Elementary Science Across Socioeconomic Boundaries.” 2014. Web. 10 Jul 2020.

Vancouver:

Hettinger JK. Finding Success in Elementary Science Across Socioeconomic Boundaries. [Internet] [Thesis]. Boise State University; 2014. [cited 2020 Jul 10]. Available from: https://scholarworks.boisestate.edu/td/884.

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

Council of Science Editors:

Hettinger JK. Finding Success in Elementary Science Across Socioeconomic Boundaries. [Thesis]. Boise State University; 2014. Available from: https://scholarworks.boisestate.edu/td/884

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


California State University – Channel Islands

19. Davidson, Euan. Implementing Kagan Cooperative Learning Groups To Increase English Language Learner Achievement and Engagement .

Degree: 2013, California State University – Channel Islands

 On any given school day, about seven thousand students drop out of school in the United States. That calculates to be approximately 1 point 3… (more)

Subjects/Keywords: Education thesis; Cooperative learning; Kagan cooperative learning; Group work in education; English language learners; Motivation in education; Student achievement; Elementary education

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APA (6th Edition):

Davidson, E. (2013). Implementing Kagan Cooperative Learning Groups To Increase English Language Learner Achievement and Engagement . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10211.3/72737

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):

Davidson, Euan. “Implementing Kagan Cooperative Learning Groups To Increase English Language Learner Achievement and Engagement .” 2013. Thesis, California State University – Channel Islands. Accessed July 10, 2020. http://hdl.handle.net/10211.3/72737.

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

MLA Handbook (7th Edition):

Davidson, Euan. “Implementing Kagan Cooperative Learning Groups To Increase English Language Learner Achievement and Engagement .” 2013. Web. 10 Jul 2020.

Vancouver:

Davidson E. Implementing Kagan Cooperative Learning Groups To Increase English Language Learner Achievement and Engagement . [Internet] [Thesis]. California State University – Channel Islands; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.3/72737.

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

Council of Science Editors:

Davidson E. Implementing Kagan Cooperative Learning Groups To Increase English Language Learner Achievement and Engagement . [Thesis]. California State University – Channel Islands; 2013. Available from: http://hdl.handle.net/10211.3/72737

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

20. Altufaili, Ihab Razzaq. Education Policy And Practices Of English As A Foreign Language (Efl) In Iraq.

Degree: MAin English, English, 2016, Missouri State University

English is the language of trade, finance, science, education, and politics, and several countries have an English as a Foreign Language (EFL) policy to improve… (more)

Subjects/Keywords: language policy; English for Iraq; teacher training; CLT; EFL; young learners; language policy and planning in Iraq; English Language and Literature

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

APA (6th Edition):

Altufaili, I. R. (2016). Education Policy And Practices Of English As A Foreign Language (Efl) In Iraq. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/2363

Chicago Manual of Style (16th Edition):

Altufaili, Ihab Razzaq. “Education Policy And Practices Of English As A Foreign Language (Efl) In Iraq.” 2016. Masters Thesis, Missouri State University. Accessed July 10, 2020. https://bearworks.missouristate.edu/theses/2363.

MLA Handbook (7th Edition):

Altufaili, Ihab Razzaq. “Education Policy And Practices Of English As A Foreign Language (Efl) In Iraq.” 2016. Web. 10 Jul 2020.

Vancouver:

Altufaili IR. Education Policy And Practices Of English As A Foreign Language (Efl) In Iraq. [Internet] [Masters thesis]. Missouri State University; 2016. [cited 2020 Jul 10]. Available from: https://bearworks.missouristate.edu/theses/2363.

Council of Science Editors:

Altufaili IR. Education Policy And Practices Of English As A Foreign Language (Efl) In Iraq. [Masters Thesis]. Missouri State University; 2016. Available from: https://bearworks.missouristate.edu/theses/2363


UCLA

21. Gose, Robin Margaretha. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School.

Degree: Education, 2013, UCLA

English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section… (more)

Subjects/Keywords: Education; Science education; English as a second language; academic language; dual language; English language learners; middle school; science education

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

APA (6th Edition):

Gose, R. M. (2013). Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/256406qw

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):

Gose, Robin Margaretha. “Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School.” 2013. Thesis, UCLA. Accessed July 10, 2020. http://www.escholarship.org/uc/item/256406qw.

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

MLA Handbook (7th Edition):

Gose, Robin Margaretha. “Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School.” 2013. Web. 10 Jul 2020.

Vancouver:

Gose RM. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School. [Internet] [Thesis]. UCLA; 2013. [cited 2020 Jul 10]. Available from: http://www.escholarship.org/uc/item/256406qw.

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

Council of Science Editors:

Gose RM. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/256406qw

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


University of Waikato

22. Ryan, Barbara Elizabeth. Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers .

Degree: 2011, University of Waikato

 The work presented in this thesis focuses on teaching ethics in primary science classrooms. Such teaching is important because it engages students not only in… (more)

Subjects/Keywords: ethics in primary science; teaching ethics in primary science classrooms; teaching ethics in science; planner for teaching ethics in science; ethics in science; support for teaching ethics in science

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

APA (6th Edition):

Ryan, B. E. (2011). Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5331

Chicago Manual of Style (16th Edition):

Ryan, Barbara Elizabeth. “Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers .” 2011. Masters Thesis, University of Waikato. Accessed July 10, 2020. http://hdl.handle.net/10289/5331.

MLA Handbook (7th Edition):

Ryan, Barbara Elizabeth. “Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers .” 2011. Web. 10 Jul 2020.

Vancouver:

Ryan BE. Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers . [Internet] [Masters thesis]. University of Waikato; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10289/5331.

Council of Science Editors:

Ryan BE. Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers . [Masters Thesis]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5331

23. -0875-8919. A Comparison of Leadership Practices between Principals of High and Low Performing Title I Elementary Schools with English Language Learners within the Same Suburban School District.

Degree: EdD, Professional Leadership, University of Houston

 The current high pace of immigration to the United States during the last decades has brought complex challenges to public schools that now are serving… (more)

Subjects/Keywords: Elementary Title I Schools; School Principals in Bilingual Schools; English language learners; School Leadership for Schools with ELLs

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

APA (6th Edition):

-0875-8919. (n.d.). A Comparison of Leadership Practices between Principals of High and Low Performing Title I Elementary Schools with English Language Learners within the Same Suburban School District. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2139

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Chicago Manual of Style (16th Edition):

-0875-8919. “A Comparison of Leadership Practices between Principals of High and Low Performing Title I Elementary Schools with English Language Learners within the Same Suburban School District.” Doctoral Dissertation, University of Houston. Accessed July 10, 2020. http://hdl.handle.net/10657/2139.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

MLA Handbook (7th Edition):

-0875-8919. “A Comparison of Leadership Practices between Principals of High and Low Performing Title I Elementary Schools with English Language Learners within the Same Suburban School District.” Web. 10 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-0875-8919. A Comparison of Leadership Practices between Principals of High and Low Performing Title I Elementary Schools with English Language Learners within the Same Suburban School District. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10657/2139.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Council of Science Editors:

-0875-8919. A Comparison of Leadership Practices between Principals of High and Low Performing Title I Elementary Schools with English Language Learners within the Same Suburban School District. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/2139

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.


Texas A&M University

24. Zannou, Yetunde. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.

Degree: 2012, Texas A&M University

 In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population… (more)

Subjects/Keywords: STEM; teacher education; secondary education; Texas; science; English language learners; alternative certification

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APA (6th Edition):

Zannou, Y. (2012). Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148406

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):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/148406.

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

MLA Handbook (7th Edition):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Web. 10 Jul 2020.

Vancouver:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/148406.

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

Council of Science Editors:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148406

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

25. Rigby, Kim L.P. An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

 <p id="x-E2313">ABSTRACT <p id="x-E2320">Enrolled at many public schools in the United States are students who primarily speak languages other than English and lack proficiency in… (more)

Subjects/Keywords: ELL; English Language Learners; ESOL; English For Speakers of Other Languages; ESL; Title One; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Rigby, K. L. P. (2019). An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/350

Chicago Manual of Style (16th Edition):

Rigby, Kim L P. “An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 10, 2020. https://digitalcommons.nl.edu/diss/350.

MLA Handbook (7th Edition):

Rigby, Kim L P. “An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program.” 2019. Web. 10 Jul 2020.

Vancouver:

Rigby KLP. An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jul 10]. Available from: https://digitalcommons.nl.edu/diss/350.

Council of Science Editors:

Rigby KLP. An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/350


Arizona State University

26. Ortega, Irasema. "Miss, How do you Write Hipótesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.

Degree: PhD, Curriculum and Instruction, 2011, Arizona State University

 ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become… (more)

Subjects/Keywords: Science Education; Education, General; English as a Second Language; early career science teachers; English language learners; induction; science education; science inquiry; teacher learning

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APA (6th Edition):

Ortega, I. (2011). "Miss, How do you Write Hipótesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9149

Chicago Manual of Style (16th Edition):

Ortega, Irasema. “"Miss, How do you Write Hipótesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 10, 2020. http://repository.asu.edu/items/9149.

MLA Handbook (7th Edition):

Ortega, Irasema. “"Miss, How do you Write Hipótesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.” 2011. Web. 10 Jul 2020.

Vancouver:

Ortega I. "Miss, How do you Write Hipótesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Jul 10]. Available from: http://repository.asu.edu/items/9149.

Council of Science Editors:

Ortega I. "Miss, How do you Write Hipótesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9149

27. O'Malley, James W. Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  The purpose of this dissertation was to determine how extraordinary science teachers develop their teaching mojo. The teachers investigated were recipients of the prestigious… (more)

Subjects/Keywords: STEM; elementary science; great science teachers; PAEMST; presidential award for excellence in math and science teaching; STEM instruction; developing a STEM school; improving science instruction; Education; Educational Leadership; Science and Mathematics Education

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

APA (6th Edition):

O'Malley, J. W. (2015). Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/136

Chicago Manual of Style (16th Edition):

O'Malley, James W. “Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients.” 2015. Doctoral Dissertation, National-Louis University. Accessed July 10, 2020. http://digitalcommons.nl.edu/diss/136.

MLA Handbook (7th Edition):

O'Malley, James W. “Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients.” 2015. Web. 10 Jul 2020.

Vancouver:

O'Malley JW. Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2020 Jul 10]. Available from: http://digitalcommons.nl.edu/diss/136.

Council of Science Editors:

O'Malley JW. Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/136


University of Western Ontario

28. Vidwans, Mithila. Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation.

Degree: 2016, University of Western Ontario

 In the past few years, Canadian schools have experienced increasing diversity with a large number of English Language Learners (ELLs) becoming part of the mainstream… (more)

Subjects/Keywords: Self-efficacy; Culturally responsive pedagogy; English Language Learners (ELLs); Science education; Science teachers; Teacher Education and Professional Development

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APA (6th Edition):

Vidwans, M. (2016). Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3893

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):

Vidwans, Mithila. “Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation.” 2016. Thesis, University of Western Ontario. Accessed July 10, 2020. https://ir.lib.uwo.ca/etd/3893.

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

MLA Handbook (7th Edition):

Vidwans, Mithila. “Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation.” 2016. Web. 10 Jul 2020.

Vancouver:

Vidwans M. Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Jul 10]. Available from: https://ir.lib.uwo.ca/etd/3893.

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

Council of Science Editors:

Vidwans M. Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3893

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


San Jose State University

29. MacArthur, Elida. The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District.

Degree: Doctor of Education (EdD), Education, 2019, San Jose State University

  This mixed methods study explored the teachers' beliefs on formative assessment in a small urban elementary school district in Northern California with a large… (more)

Subjects/Keywords: educational leadership; English learners; formative assessment; instruction for English learners; professional development; professional development framework

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APA (6th Edition):

MacArthur, E. (2019). The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/34

Chicago Manual of Style (16th Edition):

MacArthur, Elida. “The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District.” 2019. Doctoral Dissertation, San Jose State University. Accessed July 10, 2020. https://scholarworks.sjsu.edu/etd_dissertations/34.

MLA Handbook (7th Edition):

MacArthur, Elida. “The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District.” 2019. Web. 10 Jul 2020.

Vancouver:

MacArthur E. The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District. [Internet] [Doctoral dissertation]. San Jose State University; 2019. [cited 2020 Jul 10]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/34.

Council of Science Editors:

MacArthur E. The Potential Promise of Formative Assessment to Improve Teaching and Learning for English Learners and the Teachers’ Beliefs about the Benefits of Formative Assessment for English Learners in a Small Elementary School District. [Doctoral Dissertation]. San Jose State University; 2019. Available from: https://scholarworks.sjsu.edu/etd_dissertations/34


Mississippi State University

30. Martin, Marlynn Kessler. AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT.

Degree: PhD, Leadership and Foundations, 2009, Mississippi State University

  The legislation of No Child Left Behind (NCLB) has brought to educators attention the need, requirement, and demand that all children are guaranteed an… (more)

Subjects/Keywords: English Language learners in public schools; progr

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

APA (6th Edition):

Martin, M. K. (2009). AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;

Chicago Manual of Style (16th Edition):

Martin, Marlynn Kessler. “AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT.” 2009. Doctoral Dissertation, Mississippi State University. Accessed July 10, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;.

MLA Handbook (7th Edition):

Martin, Marlynn Kessler. “AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT.” 2009. Web. 10 Jul 2020.

Vancouver:

Martin MK. AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2020 Jul 10]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;.

Council of Science Editors:

Martin MK. AN EMPIRICAL EVALUATION OF THE PROGRESS AND ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN A SURBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10072009-195925/ ;

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