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You searched for subject:(explicit instruction). Showing records 1 – 30 of 107 total matches.

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University of Tasmania

1. Fuglsang, AJ. ‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom.

Degree: 2019, University of Tasmania

 A perceived decline in the performance of Australian students has prompted questions about the effectiveness of the nation’s classroom teachers. In particular, evidence from the… (more)

Subjects/Keywords: explicit teaching; explicit instruction; teaching and learning

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APA (6th Edition):

Fuglsang, A. (2019). ‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/33764/1/Fuglsang_whole_thesis.pdf ; Fuglsang, AJ ORCID: 0000-0002-7748-1127 <https://orcid.org/0000-0002-7748-1127> 2019 , '‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom', EdD thesis, University of Tasmania.

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):

Fuglsang, AJ. “‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom.” 2019. Thesis, University of Tasmania. Accessed October 27, 2020. https://eprints.utas.edu.au/33764/1/Fuglsang_whole_thesis.pdf ; Fuglsang, AJ ORCID: 0000-0002-7748-1127 <https://orcid.org/0000-0002-7748-1127> 2019 , '‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom', EdD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Fuglsang, AJ. “‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom.” 2019. Web. 27 Oct 2020.

Vancouver:

Fuglsang A. ‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom. [Internet] [Thesis]. University of Tasmania; 2019. [cited 2020 Oct 27]. Available from: https://eprints.utas.edu.au/33764/1/Fuglsang_whole_thesis.pdf ; Fuglsang, AJ ORCID: 0000-0002-7748-1127 <https://orcid.org/0000-0002-7748-1127> 2019 , '‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom', EdD thesis, University of Tasmania..

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

Council of Science Editors:

Fuglsang A. ‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom. [Thesis]. University of Tasmania; 2019. Available from: https://eprints.utas.edu.au/33764/1/Fuglsang_whole_thesis.pdf ; Fuglsang, AJ ORCID: 0000-0002-7748-1127 <https://orcid.org/0000-0002-7748-1127> 2019 , '‘Let them in on the big secret’ : an examination of explicit teaching behaviours in the contemporary classroom', EdD thesis, University of Tasmania.

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


Arizona State University

2. Melville, Melissa Ann. Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning.

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

 The nature of science (NOS) is included in the National Science Education Standards and is described as a critical component in the development of scientifically… (more)

Subjects/Keywords: Science Education; explicit instruction; nature of science

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APA (6th Edition):

Melville, M. A. (2011). Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9095

Chicago Manual of Style (16th Edition):

Melville, Melissa Ann. “Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning.” 2011. Masters Thesis, Arizona State University. Accessed October 27, 2020. http://repository.asu.edu/items/9095.

MLA Handbook (7th Edition):

Melville, Melissa Ann. “Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning.” 2011. Web. 27 Oct 2020.

Vancouver:

Melville MA. Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Oct 27]. Available from: http://repository.asu.edu/items/9095.

Council of Science Editors:

Melville MA. Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9095

3. Killips, Laura. Meta: Exploring the potential of a minimally adaptive intelligent tutoring system to support comprehension of grade appropriate texts.

Degree: 2019, Theseus

 Background: In spite of evidence that demonstrates the impact explicit strategy instruction can have on students’ ability to comprehend text, few educators include these lessons… (more)

Subjects/Keywords: comprehension monitoring; explicit instruction; intelligent tutoring system; metacognition; strategy instruction

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APA (6th Edition):

Killips, L. (2019). Meta: Exploring the potential of a minimally adaptive intelligent tutoring system to support comprehension of grade appropriate texts. (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/265959

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):

Killips, Laura. “Meta: Exploring the potential of a minimally adaptive intelligent tutoring system to support comprehension of grade appropriate texts.” 2019. Thesis, Theseus. Accessed October 27, 2020. http://www.theseus.fi/handle/10024/265959.

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

MLA Handbook (7th Edition):

Killips, Laura. “Meta: Exploring the potential of a minimally adaptive intelligent tutoring system to support comprehension of grade appropriate texts.” 2019. Web. 27 Oct 2020.

Vancouver:

Killips L. Meta: Exploring the potential of a minimally adaptive intelligent tutoring system to support comprehension of grade appropriate texts. [Internet] [Thesis]. Theseus; 2019. [cited 2020 Oct 27]. Available from: http://www.theseus.fi/handle/10024/265959.

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

Council of Science Editors:

Killips L. Meta: Exploring the potential of a minimally adaptive intelligent tutoring system to support comprehension of grade appropriate texts. [Thesis]. Theseus; 2019. Available from: http://www.theseus.fi/handle/10024/265959

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

4. Odelius, Jenny. Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning.

Degree: Teacher Education, 2016, Södertörn University

  A study of four teachers´ verbal scaffolding in explicit reading comprehension Reading is an absolutely crucial skill to cope with everyday life in Sweden… (more)

Subjects/Keywords: scaffolding; explicit reading strategy instruction; modeling; stöttning; explicit läsförståelsestrategiundervisning; modellering; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Odelius, J. (2016). Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31662

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):

Odelius, Jenny. “Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning.” 2016. Thesis, Södertörn University. Accessed October 27, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31662.

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

MLA Handbook (7th Edition):

Odelius, Jenny. “Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning.” 2016. Web. 27 Oct 2020.

Vancouver:

Odelius J. Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Oct 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31662.

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

Council of Science Editors:

Odelius J. Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31662

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


Jönköping University

5. Nicolini, Sofia. Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3.

Degree: Education and Communication, 2016, Jönköping University

               ·   Denna undersökning behandlar lärares inställning till och användning av läsförståelsestrategier i undervisningen. För att elever ska utveckla sin läsförmåga räcker… (more)

Subjects/Keywords: reading comprehension; reading comprehension strategies; scaffolding; metacognition; explicit instruction; läsförståelse; läsförståelsestrategier; scaffolding; metakognition; explicit undervisning

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APA (6th Edition):

Nicolini, S. (2016). Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30773

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):

Nicolini, Sofia. “Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3.” 2016. Thesis, Jönköping University. Accessed October 27, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30773.

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

MLA Handbook (7th Edition):

Nicolini, Sofia. “Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3.” 2016. Web. 27 Oct 2020.

Vancouver:

Nicolini S. Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3. [Internet] [Thesis]. Jönköping University; 2016. [cited 2020 Oct 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30773.

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

Council of Science Editors:

Nicolini S. Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3. [Thesis]. Jönköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30773

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

6. Marklund, Emma. Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion.

Degree: language studies, 2016, Umeå University

  According to recent statistics, the number of people in Sweden who choose to go into higher education after upper secondary school has grown compared… (more)

Subjects/Keywords: note-taking; working memory; study skills; explicit instruction; scaffolding; anteckningar; arbetsminne; studieteknik; explicit instruktion; scaffolding

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APA (6th Edition):

Marklund, E. (2016). Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120937

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):

Marklund, Emma. “Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion.” 2016. Thesis, Umeå University. Accessed October 27, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120937.

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

MLA Handbook (7th Edition):

Marklund, Emma. “Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion.” 2016. Web. 27 Oct 2020.

Vancouver:

Marklund E. Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion. [Internet] [Thesis]. Umeå University; 2016. [cited 2020 Oct 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120937.

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

Council of Science Editors:

Marklund E. Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion. [Thesis]. Umeå University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120937

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


Texas A&M University

7. Dean, Emily Ocker. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.

Degree: PhD, Curriculum and Instruction, 2009, Texas A&M University

 This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of… (more)

Subjects/Keywords: literacy; explicit instruction; reading

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

APA (6th Edition):

Dean, E. O. (2009). The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1285

Chicago Manual of Style (16th Edition):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Doctoral Dissertation, Texas A&M University. Accessed October 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

MLA Handbook (7th Edition):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Web. 27 Oct 2020.

Vancouver:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285.

Council of Science Editors:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285


Penn State University

8. McConnell, Bethany Marie. PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES.

Degree: 2011, Penn State University

 Kindergarten students at-risk for reading difficulties were selected for participation in a reading program. Each parent provided instruction to his or her child using the… (more)

Subjects/Keywords: parent teaching; explicit instruction; at-risk reading; kindergarten; phonics

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APA (6th Edition):

McConnell, B. M. (2011). PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12114

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):

McConnell, Bethany Marie. “PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES.” 2011. Thesis, Penn State University. Accessed October 27, 2020. https://submit-etda.libraries.psu.edu/catalog/12114.

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

MLA Handbook (7th Edition):

McConnell, Bethany Marie. “PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES.” 2011. Web. 27 Oct 2020.

Vancouver:

McConnell BM. PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES. [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Oct 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/12114.

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

Council of Science Editors:

McConnell BM. PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES. [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12114

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

9. Lundberg, Ashlee. Applying Peer Tutoring to Spelling at the Elementary Level.

Degree: 2020, Minnesota State University – Mankato

 In this study, I applied peer tutoring methods to spelling in an elementary classroom to increase spelling performance. Using alternating treatment design with a baseline… (more)

Subjects/Keywords: peer tutoring; explicit spelling instruction; elementary classroom; Educational Psychology; School Psychology

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APA (6th Edition):

Lundberg, A. (2020). Applying Peer Tutoring to Spelling at the Elementary Level. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/1034

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):

Lundberg, Ashlee. “Applying Peer Tutoring to Spelling at the Elementary Level.” 2020. Thesis, Minnesota State University – Mankato. Accessed October 27, 2020. https://cornerstone.lib.mnsu.edu/etds/1034.

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

MLA Handbook (7th Edition):

Lundberg, Ashlee. “Applying Peer Tutoring to Spelling at the Elementary Level.” 2020. Web. 27 Oct 2020.

Vancouver:

Lundberg A. Applying Peer Tutoring to Spelling at the Elementary Level. [Internet] [Thesis]. Minnesota State University – Mankato; 2020. [cited 2020 Oct 27]. Available from: https://cornerstone.lib.mnsu.edu/etds/1034.

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

Council of Science Editors:

Lundberg A. Applying Peer Tutoring to Spelling at the Elementary Level. [Thesis]. Minnesota State University – Mankato; 2020. Available from: https://cornerstone.lib.mnsu.edu/etds/1034

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


Edith Cowan University

10. Jensen, Helen Faith. Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice.

Degree: 2019, Edith Cowan University

 Whether or not teachers use the research-based practices of Explicit Instruction (EI) in lessons matters, since the salient features of EI design and delivery, backed… (more)

Subjects/Keywords: Explicit Instruction; Phonics; Phonological Awareness; Pre-Primary Teachers; Education

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APA (6th Edition):

Jensen, H. F. (2019). Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2251

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):

Jensen, Helen Faith. “Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice.” 2019. Thesis, Edith Cowan University. Accessed October 27, 2020. https://ro.ecu.edu.au/theses/2251.

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

MLA Handbook (7th Edition):

Jensen, Helen Faith. “Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice.” 2019. Web. 27 Oct 2020.

Vancouver:

Jensen HF. Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice. [Internet] [Thesis]. Edith Cowan University; 2019. [cited 2020 Oct 27]. Available from: https://ro.ecu.edu.au/theses/2251.

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

Council of Science Editors:

Jensen HF. Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice. [Thesis]. Edith Cowan University; 2019. Available from: https://ro.ecu.edu.au/theses/2251

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


University of Illinois – Urbana-Champaign

11. Clifton, Alison. The role of metalinguistic terminology in second language teaching and learning.

Degree: PhD, 0304, 2014, University of Illinois – Urbana-Champaign

 What is the role of metalinguistic terminology in second language teaching and learning? Specifically, how is metalinguistic terminology used in foreign language textbooks? To what… (more)

Subjects/Keywords: French; Metalinguistic Terminology; University-level learners; Grammar; Explicit Instruction

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APA (6th Edition):

Clifton, A. (2014). The role of metalinguistic terminology in second language teaching and learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46891

Chicago Manual of Style (16th Edition):

Clifton, Alison. “The role of metalinguistic terminology in second language teaching and learning.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 27, 2020. http://hdl.handle.net/2142/46891.

MLA Handbook (7th Edition):

Clifton, Alison. “The role of metalinguistic terminology in second language teaching and learning.” 2014. Web. 27 Oct 2020.

Vancouver:

Clifton A. The role of metalinguistic terminology in second language teaching and learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2142/46891.

Council of Science Editors:

Clifton A. The role of metalinguistic terminology in second language teaching and learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46891


SUNY College at Brockport

12. DeGoey, Sarah. Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy.

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

  Readers utilize three main cueing systems to comprehend text. If the graphophonic, semantic, and syntactic cueing systems are not working together, reading is not… (more)

Subjects/Keywords: accuracy; self-monitoring; cueing systems; reading; explicit instruction; Education

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APA (6th Edition):

DeGoey, S. (2015). Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/557

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):

DeGoey, Sarah. “Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy.” 2015. Thesis, SUNY College at Brockport. Accessed October 27, 2020. https://digitalcommons.brockport.edu/ehd_theses/557.

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

MLA Handbook (7th Edition):

DeGoey, Sarah. “Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy.” 2015. Web. 27 Oct 2020.

Vancouver:

DeGoey S. Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Oct 27]. Available from: https://digitalcommons.brockport.edu/ehd_theses/557.

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

Council of Science Editors:

DeGoey S. Using Direct Instruction to Teach Self-Monitoring Strategies for Accuracy. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/557

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


University of Louisville

13. Dietz, Jason Charles. Exploring the interaction of explicit, genre-based instruction with antecedent genres and student engagement.

Degree: PhD, 2013, University of Louisville

 This dissertation enters the ongoing discussion regarding whether or not genre can and/or should be explicitly taught in the classroom. It begins with an overview… (more)

Subjects/Keywords: Explicit instruction; Boundary crossing; Antecedent genres; Templates; Student engagement; Creativity

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

APA (6th Edition):

Dietz, J. C. (2013). Exploring the interaction of explicit, genre-based instruction with antecedent genres and student engagement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/346 ; https://ir.library.louisville.edu/etd/346

Chicago Manual of Style (16th Edition):

Dietz, Jason Charles. “Exploring the interaction of explicit, genre-based instruction with antecedent genres and student engagement.” 2013. Doctoral Dissertation, University of Louisville. Accessed October 27, 2020. 10.18297/etd/346 ; https://ir.library.louisville.edu/etd/346.

MLA Handbook (7th Edition):

Dietz, Jason Charles. “Exploring the interaction of explicit, genre-based instruction with antecedent genres and student engagement.” 2013. Web. 27 Oct 2020.

Vancouver:

Dietz JC. Exploring the interaction of explicit, genre-based instruction with antecedent genres and student engagement. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2020 Oct 27]. Available from: 10.18297/etd/346 ; https://ir.library.louisville.edu/etd/346.

Council of Science Editors:

Dietz JC. Exploring the interaction of explicit, genre-based instruction with antecedent genres and student engagement. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/346 ; https://ir.library.louisville.edu/etd/346


University of Georgia

14. Centeno-Pulido, Alberto. Efectos de la ensenanza explicita de pronunciacion en estudiantes de espanol de nivel intermedio.

Degree: 2014, University of Georgia

 Pronunciation has been shown to be an important component of the communication process, to the extent that a bad pronunciation can interfere with oral communication.… (more)

Subjects/Keywords: Pronunciation; Explicit pronunciation instruction; Phonology; Dialectal varieties; Communication; Foreign accent

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

APA (6th Edition):

Centeno-Pulido, A. (2014). Efectos de la ensenanza explicita de pronunciacion en estudiantes de espanol de nivel intermedio. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21776

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):

Centeno-Pulido, Alberto. “Efectos de la ensenanza explicita de pronunciacion en estudiantes de espanol de nivel intermedio.” 2014. Thesis, University of Georgia. Accessed October 27, 2020. http://hdl.handle.net/10724/21776.

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

MLA Handbook (7th Edition):

Centeno-Pulido, Alberto. “Efectos de la ensenanza explicita de pronunciacion en estudiantes de espanol de nivel intermedio.” 2014. Web. 27 Oct 2020.

Vancouver:

Centeno-Pulido A. Efectos de la ensenanza explicita de pronunciacion en estudiantes de espanol de nivel intermedio. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10724/21776.

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

Council of Science Editors:

Centeno-Pulido A. Efectos de la ensenanza explicita de pronunciacion en estudiantes de espanol de nivel intermedio. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21776

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

15. -7321-9973. Teaching ASL fingerspelling to second-language learners : explicit versus implicit phonetic training.

Degree: PhD, Linguistics, 2016, University of Texas – Austin

 This dissertation explores the use of explicit phonetic instruction to students acquiring a second language (L2) in a new modality. Studies of spoken language L2… (more)

Subjects/Keywords: Fingerspelling; ASL; Second language acquisition; Explicit phonetic instruction

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

APA (6th Edition):

-7321-9973. (2016). Teaching ASL fingerspelling to second-language learners : explicit versus implicit phonetic training. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39729

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

Chicago Manual of Style (16th Edition):

-7321-9973. “Teaching ASL fingerspelling to second-language learners : explicit versus implicit phonetic training.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed October 27, 2020. http://hdl.handle.net/2152/39729.

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

MLA Handbook (7th Edition):

-7321-9973. “Teaching ASL fingerspelling to second-language learners : explicit versus implicit phonetic training.” 2016. Web. 27 Oct 2020.

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

Vancouver:

-7321-9973. Teaching ASL fingerspelling to second-language learners : explicit versus implicit phonetic training. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2152/39729.

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

Council of Science Editors:

-7321-9973. Teaching ASL fingerspelling to second-language learners : explicit versus implicit phonetic training. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39729

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


University of Southern California

16. Cid, Luciano. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.

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

 Focusing on the discrepancies that exist between student and teacher-centered pedagogies, this study analyzed the ability of two professional development (PD) models, Explicit Direct Instruction(more)

Subjects/Keywords: Cognitively Guided Instruction; Explicit Direct Instruction; mathematical reasoning; teacher-centered instruction; student-centered instruction; inquiry based learning

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

APA (6th Edition):

Cid, L. (2014). Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911

Chicago Manual of Style (16th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

MLA Handbook (7th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Web. 27 Oct 2020.

Vancouver:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Oct 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

Council of Science Editors:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911


Boston University

17. Fox Roye, Oneida. Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards.

Degree: EdD, Education, 2016, Boston University

 Despite firm knowledge of the instructional actions taken by skillful teachers, the evidence of persistently low levels of literacy achievement among urban secondary students underscores… (more)

Subjects/Keywords: Education; Curriculum; Explicit Instruction; Instruction; Background knowledge; Culturally relevant pedagogy; Disciplinary literacy

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

APA (6th Edition):

Fox Roye, O. (2016). Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/19508

Chicago Manual of Style (16th Edition):

Fox Roye, Oneida. “Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards.” 2016. Doctoral Dissertation, Boston University. Accessed October 27, 2020. http://hdl.handle.net/2144/19508.

MLA Handbook (7th Edition):

Fox Roye, Oneida. “Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards.” 2016. Web. 27 Oct 2020.

Vancouver:

Fox Roye O. Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2144/19508.

Council of Science Editors:

Fox Roye O. Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19508

18. Lencioni, Gina M. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students.… (more)

Subjects/Keywords: cooperative learning; explicit direct instruction; motivation; reading comprehension strategies; reading strategy instruction; Education

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

APA (6th Edition):

Lencioni, G. M. (2013). The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/62

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):

Lencioni, Gina M. “The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students.” 2013. Thesis, University of San Francisco. Accessed October 27, 2020. https://repository.usfca.edu/diss/62.

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

MLA Handbook (7th Edition):

Lencioni, Gina M. “The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students.” 2013. Web. 27 Oct 2020.

Vancouver:

Lencioni GM. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2020 Oct 27]. Available from: https://repository.usfca.edu/diss/62.

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

Council of Science Editors:

Lencioni GM. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/62

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


University of Maryland

19. Doyle, Candice Briece. READING COMPREHENSION STRATEGY INSTRUCTION IN UPPER-ELEMENTARY CLASSROOMS WITH ENGLISH LANGUAGE LEARNERS: A STUDY OF PRACTICES AND OUTCOMES.

Degree: Special Education, 2015, University of Maryland

 The goal of this study was to investigate the relationship between reading comprehension strategy instruction (explicit or skills-based) in general education settings and third through… (more)

Subjects/Keywords: Education; Reading instruction; Elementary education; English language learners; explicit instruction; literacy; observation; reading comprehension; reading instruction

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

APA (6th Edition):

Doyle, C. B. (2015). READING COMPREHENSION STRATEGY INSTRUCTION IN UPPER-ELEMENTARY CLASSROOMS WITH ENGLISH LANGUAGE LEARNERS: A STUDY OF PRACTICES AND OUTCOMES. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16522

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):

Doyle, Candice Briece. “READING COMPREHENSION STRATEGY INSTRUCTION IN UPPER-ELEMENTARY CLASSROOMS WITH ENGLISH LANGUAGE LEARNERS: A STUDY OF PRACTICES AND OUTCOMES.” 2015. Thesis, University of Maryland. Accessed October 27, 2020. http://hdl.handle.net/1903/16522.

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

MLA Handbook (7th Edition):

Doyle, Candice Briece. “READING COMPREHENSION STRATEGY INSTRUCTION IN UPPER-ELEMENTARY CLASSROOMS WITH ENGLISH LANGUAGE LEARNERS: A STUDY OF PRACTICES AND OUTCOMES.” 2015. Web. 27 Oct 2020.

Vancouver:

Doyle CB. READING COMPREHENSION STRATEGY INSTRUCTION IN UPPER-ELEMENTARY CLASSROOMS WITH ENGLISH LANGUAGE LEARNERS: A STUDY OF PRACTICES AND OUTCOMES. [Internet] [Thesis]. University of Maryland; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1903/16522.

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

Council of Science Editors:

Doyle CB. READING COMPREHENSION STRATEGY INSTRUCTION IN UPPER-ELEMENTARY CLASSROOMS WITH ENGLISH LANGUAGE LEARNERS: A STUDY OF PRACTICES AND OUTCOMES. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16522

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


Penn State University

20. Schwilk, Christopher L. EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION IN COLLEGE STUDENTS WITH WRITING DIFFICULTIES .

Degree: 2010, Penn State University

 Understanding writing assignments is critical to college students’ success as they transition from high school to postsecondary environments, but students with writing difficulties struggle to… (more)

Subjects/Keywords: task analysis; writing; explicit instruction; assignments

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APA (6th Edition):

Schwilk, C. L. (2010). EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION IN COLLEGE STUDENTS WITH WRITING DIFFICULTIES . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10447

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):

Schwilk, Christopher L. “EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION IN COLLEGE STUDENTS WITH WRITING DIFFICULTIES .” 2010. Thesis, Penn State University. Accessed October 27, 2020. https://submit-etda.libraries.psu.edu/catalog/10447.

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

MLA Handbook (7th Edition):

Schwilk, Christopher L. “EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION IN COLLEGE STUDENTS WITH WRITING DIFFICULTIES .” 2010. Web. 27 Oct 2020.

Vancouver:

Schwilk CL. EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION IN COLLEGE STUDENTS WITH WRITING DIFFICULTIES . [Internet] [Thesis]. Penn State University; 2010. [cited 2020 Oct 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/10447.

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

Council of Science Editors:

Schwilk CL. EFFECTS OF AN EXPLICIT ASSIGNMENT ON TASK IDENTIFICATION IN COLLEGE STUDENTS WITH WRITING DIFFICULTIES . [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/10447

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


Western Kentucky University

21. Cummings, Krista Shea. Using Explicit Social Skills Instruction Combined with a Restricted Interest Group to Increase the Frequency of Social Skills in Students with Autism.

Degree: Specialist in Education, Department of Psychology, 2017, Western Kentucky University

  The literature suggests that adolescents with Autism Spectrum Disorder (ASD) are characterized by restricted interests and deficits in social skills (White, Keonig, & Scahill,… (more)

Subjects/Keywords: Explicit Instruction; Restricted Interests; Social Skills; School Psychology; Special Education and Teaching

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

APA (6th Edition):

Cummings, K. S. (2017). Using Explicit Social Skills Instruction Combined with a Restricted Interest Group to Increase the Frequency of Social Skills in Students with Autism. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1918

Chicago Manual of Style (16th Edition):

Cummings, Krista Shea. “Using Explicit Social Skills Instruction Combined with a Restricted Interest Group to Increase the Frequency of Social Skills in Students with Autism.” 2017. Masters Thesis, Western Kentucky University. Accessed October 27, 2020. https://digitalcommons.wku.edu/theses/1918.

MLA Handbook (7th Edition):

Cummings, Krista Shea. “Using Explicit Social Skills Instruction Combined with a Restricted Interest Group to Increase the Frequency of Social Skills in Students with Autism.” 2017. Web. 27 Oct 2020.

Vancouver:

Cummings KS. Using Explicit Social Skills Instruction Combined with a Restricted Interest Group to Increase the Frequency of Social Skills in Students with Autism. [Internet] [Masters thesis]. Western Kentucky University; 2017. [cited 2020 Oct 27]. Available from: https://digitalcommons.wku.edu/theses/1918.

Council of Science Editors:

Cummings KS. Using Explicit Social Skills Instruction Combined with a Restricted Interest Group to Increase the Frequency of Social Skills in Students with Autism. [Masters Thesis]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/theses/1918


Edith Cowan University

22. Robinson-Kooi, Sally Louise. Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation.

Degree: 2019, Edith Cowan University

 Using Explicit Instruction (EI) to teach spelling is controversial because teaching approaches vary considerably in the contemporary classroom. Teachers may privilege visual over linguistic strategies… (more)

Subjects/Keywords: Phonological; morphological; spelling; primary school children; Explicit Instruction; contextualised dictation; Language and Literacy Education

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APA (6th Edition):

Robinson-Kooi, S. L. (2019). Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2219

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):

Robinson-Kooi, Sally Louise. “Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation.” 2019. Thesis, Edith Cowan University. Accessed October 27, 2020. https://ro.ecu.edu.au/theses/2219.

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

MLA Handbook (7th Edition):

Robinson-Kooi, Sally Louise. “Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation.” 2019. Web. 27 Oct 2020.

Vancouver:

Robinson-Kooi SL. Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation. [Internet] [Thesis]. Edith Cowan University; 2019. [cited 2020 Oct 27]. Available from: https://ro.ecu.edu.au/theses/2219.

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

Council of Science Editors:

Robinson-Kooi SL. Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation. [Thesis]. Edith Cowan University; 2019. Available from: https://ro.ecu.edu.au/theses/2219

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


George Mason University

23. Agrawal, Jugnu. The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism .

Degree: 2013, George Mason University

 This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition… (more)

Subjects/Keywords: Special education; Mathematics; Elementary education; Autism; Explicit Instruction; Fractions; Manipulatives; Mathematics; Single-subject research methodology

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

APA (6th Edition):

Agrawal, J. (2013). The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8199

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):

Agrawal, Jugnu. “The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism .” 2013. Thesis, George Mason University. Accessed October 27, 2020. http://hdl.handle.net/1920/8199.

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

MLA Handbook (7th Edition):

Agrawal, Jugnu. “The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism .” 2013. Web. 27 Oct 2020.

Vancouver:

Agrawal J. The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1920/8199.

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

Council of Science Editors:

Agrawal J. The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8199

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


Clemson University

24. Stegall, Joanna. Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities.

Degree: PhD, Curriculum and Instruction, 2013, Clemson University

  Vocabulary is vital for success in secondary content area curricula and students with learning disabilities often have limited vocabulary knowledge which inhibits their success… (more)

Subjects/Keywords: Algebra; Explicit Instruction; Intervention; Learning Disabilities; Secondary Students; Vocabulary; Special Education and Teaching

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

APA (6th Edition):

Stegall, J. (2013). Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1200

Chicago Manual of Style (16th Edition):

Stegall, Joanna. “Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities.” 2013. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1200.

MLA Handbook (7th Edition):

Stegall, Joanna. “Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities.” 2013. Web. 27 Oct 2020.

Vancouver:

Stegall J. Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/1200.

Council of Science Editors:

Stegall J. Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1200


Louisiana State University

25. Mickel, Katherine. The Effect of the Use of the Students' First Language in Grammar Instruction: A Report on Student Preferences and Performance in the Target Language.

Degree: MA, Arts and Humanities, 2016, Louisiana State University

 This study explores the effect of the use of the target language (TL) and the first language (L1) during grammar instruction in the foreign language… (more)

Subjects/Keywords: L1; explicit instruction; L2; attitudes; native language; instructor language use; FonF; input manipulation

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

APA (6th Edition):

Mickel, K. (2016). The Effect of the Use of the Students' First Language in Grammar Instruction: A Report on Student Preferences and Performance in the Target Language. (Masters Thesis). Louisiana State University. Retrieved from etd-04072016-131616 ; https://digitalcommons.lsu.edu/gradschool_theses/2520

Chicago Manual of Style (16th Edition):

Mickel, Katherine. “The Effect of the Use of the Students' First Language in Grammar Instruction: A Report on Student Preferences and Performance in the Target Language.” 2016. Masters Thesis, Louisiana State University. Accessed October 27, 2020. etd-04072016-131616 ; https://digitalcommons.lsu.edu/gradschool_theses/2520.

MLA Handbook (7th Edition):

Mickel, Katherine. “The Effect of the Use of the Students' First Language in Grammar Instruction: A Report on Student Preferences and Performance in the Target Language.” 2016. Web. 27 Oct 2020.

Vancouver:

Mickel K. The Effect of the Use of the Students' First Language in Grammar Instruction: A Report on Student Preferences and Performance in the Target Language. [Internet] [Masters thesis]. Louisiana State University; 2016. [cited 2020 Oct 27]. Available from: etd-04072016-131616 ; https://digitalcommons.lsu.edu/gradschool_theses/2520.

Council of Science Editors:

Mickel K. The Effect of the Use of the Students' First Language in Grammar Instruction: A Report on Student Preferences and Performance in the Target Language. [Masters Thesis]. Louisiana State University; 2016. Available from: etd-04072016-131616 ; https://digitalcommons.lsu.edu/gradschool_theses/2520

26. Converse, Noelle E. The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension.

Degree: PhD, Education, 2018, Utah State University

  This study evaluated the effect of an explicit comprehension read-aloud routine of science content on first grade students’ listening comprehension.The read-aloud routine taught the… (more)

Subjects/Keywords: informational text structure; explicit instruction; reading comprehension; listening comprehension; early elementary literacy; Education

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APA (6th Edition):

Converse, N. E. (2018). The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7305

Chicago Manual of Style (16th Edition):

Converse, Noelle E. “The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension.” 2018. Doctoral Dissertation, Utah State University. Accessed October 27, 2020. https://digitalcommons.usu.edu/etd/7305.

MLA Handbook (7th Edition):

Converse, Noelle E. “The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension.” 2018. Web. 27 Oct 2020.

Vancouver:

Converse NE. The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2020 Oct 27]. Available from: https://digitalcommons.usu.edu/etd/7305.

Council of Science Editors:

Converse NE. The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7305


Utah State University

27. Brown, Sally A. The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students.

Degree: PhD, Education, 2018, Utah State University

  Secondary students who struggle with reading often have deficits in the area of reading comprehension. The purpose of this study was to examine the… (more)

Subjects/Keywords: summarization; explicit instruction; reading; comprehension; alternative high schools; Education; Language and Literacy Education

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

APA (6th Edition):

Brown, S. A. (2018). The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7134

Chicago Manual of Style (16th Edition):

Brown, Sally A. “The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students.” 2018. Doctoral Dissertation, Utah State University. Accessed October 27, 2020. https://digitalcommons.usu.edu/etd/7134.

MLA Handbook (7th Edition):

Brown, Sally A. “The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students.” 2018. Web. 27 Oct 2020.

Vancouver:

Brown SA. The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2020 Oct 27]. Available from: https://digitalcommons.usu.edu/etd/7134.

Council of Science Editors:

Brown SA. The Effects of Explicit Main Idea and Summarization Instruction on Reading Comprehension of Expository Text for Alternative High School Students. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7134


Brigham Young University

28. Liao, Yu-Fang. The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies.

Degree: MA, 2014, Brigham Young University

  Pragmatics is part of communicative competence. In order to communicate successfully, pragmatic competence is of vital importance. Although pragmatics has played a significant role… (more)

Subjects/Keywords: pragmatics; Chinese; L2; apology; advanced learners; abroad; explicit instruction; implicit instruction; appropriateness; Other Languages, Societies, and Cultures

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APA (6th Edition):

Liao, Y. (2014). The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5192&context=etd

Chicago Manual of Style (16th Edition):

Liao, Yu-Fang. “The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies.” 2014. Masters Thesis, Brigham Young University. Accessed October 27, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5192&context=etd.

MLA Handbook (7th Edition):

Liao, Yu-Fang. “The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies.” 2014. Web. 27 Oct 2020.

Vancouver:

Liao Y. The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2020 Oct 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5192&context=etd.

Council of Science Editors:

Liao Y. The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5192&context=etd


Edith Cowan University

29. Luo, Meina. Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices.

Degree: 2018, Edith Cowan University

 The English curriculum standards in China have shifted towards cultivating core competencies in students’ English language to incorporate a more constructivist approach than was used… (more)

Subjects/Keywords: teacher beliefs; teacher knowledge; English reading instruction; explicit instruction; evidence-based teaching practices; Bilingual, Multilingual, and Multicultural Education; Psychology

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

APA (6th Edition):

Luo, M. (2018). Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2160

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):

Luo, Meina. “Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices.” 2018. Thesis, Edith Cowan University. Accessed October 27, 2020. https://ro.ecu.edu.au/theses/2160.

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

MLA Handbook (7th Edition):

Luo, Meina. “Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices.” 2018. Web. 27 Oct 2020.

Vancouver:

Luo M. Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices. [Internet] [Thesis]. Edith Cowan University; 2018. [cited 2020 Oct 27]. Available from: https://ro.ecu.edu.au/theses/2160.

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

Council of Science Editors:

Luo M. Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices. [Thesis]. Edith Cowan University; 2018. Available from: https://ro.ecu.edu.au/theses/2160

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


University of Minnesota

30. Pinto, Viveca Victoria. Teaching for transfer of an evidence-based reading strategy: an experimental field trial.

Degree: PhD, Educational Psychology, 2012, University of Minnesota

 The purpose of this study was to examine the effects of explicitly teaching for transfer of PALS, and to examine whether transfer training helped participants… (more)

Subjects/Keywords: Explicit instruction; Generalization; Main idea identification; Peer Assisted Learning Strategies; Reading comprehension instruction; Transfer; Educational Psychology

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

APA (6th Edition):

Pinto, V. V. (2012). Teaching for transfer of an evidence-based reading strategy: an experimental field trial. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/127051

Chicago Manual of Style (16th Edition):

Pinto, Viveca Victoria. “Teaching for transfer of an evidence-based reading strategy: an experimental field trial.” 2012. Doctoral Dissertation, University of Minnesota. Accessed October 27, 2020. http://purl.umn.edu/127051.

MLA Handbook (7th Edition):

Pinto, Viveca Victoria. “Teaching for transfer of an evidence-based reading strategy: an experimental field trial.” 2012. Web. 27 Oct 2020.

Vancouver:

Pinto VV. Teaching for transfer of an evidence-based reading strategy: an experimental field trial. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2020 Oct 27]. Available from: http://purl.umn.edu/127051.

Council of Science Editors:

Pinto VV. Teaching for transfer of an evidence-based reading strategy: an experimental field trial. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/127051

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