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You searched for subject:(language AND literacy development). Showing records 1 – 30 of 1737 total matches.

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California State University – Sacramento

1. Flores, Christina Louise. Supporting literacy development for English learners: a professional development workshop for preschool teachers.

Degree: MA, Child Development (Applied Settings, 2010, California State University – Sacramento

 Statement of Problem The purpose of this project was to develop a workshop series about language and literacy in preschoolers. Many preschool teachers in California… (more)

Subjects/Keywords: Early literacy; Preschool staff development; Language development

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APA (6th Edition):

Flores, C. L. (2010). Supporting literacy development for English learners: a professional development workshop for preschool teachers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/628

Chicago Manual of Style (16th Edition):

Flores, Christina Louise. “Supporting literacy development for English learners: a professional development workshop for preschool teachers.” 2010. Masters Thesis, California State University – Sacramento. Accessed January 18, 2020. http://hdl.handle.net/10211.9/628.

MLA Handbook (7th Edition):

Flores, Christina Louise. “Supporting literacy development for English learners: a professional development workshop for preschool teachers.” 2010. Web. 18 Jan 2020.

Vancouver:

Flores CL. Supporting literacy development for English learners: a professional development workshop for preschool teachers. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10211.9/628.

Council of Science Editors:

Flores CL. Supporting literacy development for English learners: a professional development workshop for preschool teachers. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/628


Leiden University

2. Eijk, Simone. The influence of preschool home literacy activities on early language development.

Degree: 2015, Leiden University

 In this study we tested whether the richness of the home literacy environment, operationalized by the number of baby books at home, influences the language(more)

Subjects/Keywords: home literacy; language environment analysis system; early language development; literacy environment

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APA (6th Edition):

Eijk, S. (2015). The influence of preschool home literacy activities on early language development. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/35544

Chicago Manual of Style (16th Edition):

Eijk, Simone. “The influence of preschool home literacy activities on early language development.” 2015. Masters Thesis, Leiden University. Accessed January 18, 2020. http://hdl.handle.net/1887/35544.

MLA Handbook (7th Edition):

Eijk, Simone. “The influence of preschool home literacy activities on early language development.” 2015. Web. 18 Jan 2020.

Vancouver:

Eijk S. The influence of preschool home literacy activities on early language development. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/1887/35544.

Council of Science Editors:

Eijk S. The influence of preschool home literacy activities on early language development. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/35544

3. Antony-Newman, Marina. Literacy Engagement in the Extended French and French Immersion Programs (Grades 4 to 6).

Degree: 2016, University of Toronto

This mix-methods research involved a 10-week formative home intervention with four Grade 4 to 6 Extended French and French Immersion students during the summer. The… (more)

Subjects/Keywords: bilingualism; French Immersion; heritage language; literacy development; literacy engagement; plurilingualism; 0515

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APA (6th Edition):

Antony-Newman, M. (2016). Literacy Engagement in the Extended French and French Immersion Programs (Grades 4 to 6). (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74512

Chicago Manual of Style (16th Edition):

Antony-Newman, Marina. “Literacy Engagement in the Extended French and French Immersion Programs (Grades 4 to 6).” 2016. Masters Thesis, University of Toronto. Accessed January 18, 2020. http://hdl.handle.net/1807/74512.

MLA Handbook (7th Edition):

Antony-Newman, Marina. “Literacy Engagement in the Extended French and French Immersion Programs (Grades 4 to 6).” 2016. Web. 18 Jan 2020.

Vancouver:

Antony-Newman M. Literacy Engagement in the Extended French and French Immersion Programs (Grades 4 to 6). [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/1807/74512.

Council of Science Editors:

Antony-Newman M. Literacy Engagement in the Extended French and French Immersion Programs (Grades 4 to 6). [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74512


Texas A&M University

4. Davis, Heather Stephens. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.

Degree: 2016, Texas A&M University

 This two-study examination was designed to explore aspects of the home literacy environment (HLE) in relation to young English Language Learners? (ELLs) Spanish literacy development(more)

Subjects/Keywords: home literacy environment; English Language Learner; literacy development; assessment of the home literacy environment

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APA (6th Edition):

Davis, H. S. (2016). A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158631

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):

Davis, Heather Stephens. “A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.” 2016. Thesis, Texas A&M University. Accessed January 18, 2020. http://hdl.handle.net/1969.1/158631.

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

MLA Handbook (7th Edition):

Davis, Heather Stephens. “A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.” 2016. Web. 18 Jan 2020.

Vancouver:

Davis HS. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/1969.1/158631.

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

Council of Science Editors:

Davis HS. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158631

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


University of Iowa

5. Haynes-Moore, Stacy. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.

Degree: PhD, Education, 2016, University of Iowa

  This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital… (more)

Subjects/Keywords: Adolescent literacy; Digital literacy; English language arts; Literacy; School technologies; Teacher professional development

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APA (6th Edition):

Haynes-Moore, S. (2016). Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6127

Chicago Manual of Style (16th Edition):

Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Doctoral Dissertation, University of Iowa. Accessed January 18, 2020. https://ir.uiowa.edu/etd/6127.

MLA Handbook (7th Edition):

Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Web. 18 Jan 2020.

Vancouver:

Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2020 Jan 18]. Available from: https://ir.uiowa.edu/etd/6127.

Council of Science Editors:

Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6127

6. Wilson, Rubecca Sue. A Multi-Generational Deaf Family: A Case Study on Literacy.

Degree: MSin Communication Sciences and Disorders, Communication Sciences and Disorders, 2017, Missouri State University

Literacy is a crucial component of life in our society, and the journey to becoming fluent readers begins before conventional classroom instruction. Literacy rates of… (more)

Subjects/Keywords: Deaf; American Sign Language; literacy; reading; early literacy; language development; Communication Sciences and Disorders

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APA (6th Edition):

Wilson, R. S. (2017). A Multi-Generational Deaf Family: A Case Study on Literacy. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3149

Chicago Manual of Style (16th Edition):

Wilson, Rubecca Sue. “A Multi-Generational Deaf Family: A Case Study on Literacy.” 2017. Masters Thesis, Missouri State University. Accessed January 18, 2020. https://bearworks.missouristate.edu/theses/3149.

MLA Handbook (7th Edition):

Wilson, Rubecca Sue. “A Multi-Generational Deaf Family: A Case Study on Literacy.” 2017. Web. 18 Jan 2020.

Vancouver:

Wilson RS. A Multi-Generational Deaf Family: A Case Study on Literacy. [Internet] [Masters thesis]. Missouri State University; 2017. [cited 2020 Jan 18]. Available from: https://bearworks.missouristate.edu/theses/3149.

Council of Science Editors:

Wilson RS. A Multi-Generational Deaf Family: A Case Study on Literacy. [Masters Thesis]. Missouri State University; 2017. Available from: https://bearworks.missouristate.edu/theses/3149


Brigham Young University

7. Jay, Jason T. Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners.

Degree: MA, 2014, Brigham Young University

Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of… (more)

Subjects/Keywords: literacy events; English language learners; language development; literacy development; adolescents; teacher actions; student actions; Teacher Education and Professional Development

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APA (6th Edition):

Jay, J. T. (2014). Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd

Chicago Manual of Style (16th Edition):

Jay, Jason T. “Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners.” 2014. Masters Thesis, Brigham Young University. Accessed January 18, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd.

MLA Handbook (7th Edition):

Jay, Jason T. “Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners.” 2014. Web. 18 Jan 2020.

Vancouver:

Jay JT. Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2020 Jan 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd.

Council of Science Editors:

Jay JT. Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6706&context=etd

8. Zimmer, Elly Jane. Children's Awareness of Syntactic Ambiguity .

Degree: 2016, University of Arizona

 This dissertation probes children's metalinguistic awareness of syntactic ambiguity (as in the sentence The man is poking the monkey with a banana, where the PP… (more)

Subjects/Keywords: Language Acquisition; Language Development; Literacy; Metalinguistic Awareness; Syntactic Ambiguity; Linguistics; Children

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APA (6th Edition):

Zimmer, E. J. (2016). Children's Awareness of Syntactic Ambiguity . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620862

Chicago Manual of Style (16th Edition):

Zimmer, Elly Jane. “Children's Awareness of Syntactic Ambiguity .” 2016. Doctoral Dissertation, University of Arizona. Accessed January 18, 2020. http://hdl.handle.net/10150/620862.

MLA Handbook (7th Edition):

Zimmer, Elly Jane. “Children's Awareness of Syntactic Ambiguity .” 2016. Web. 18 Jan 2020.

Vancouver:

Zimmer EJ. Children's Awareness of Syntactic Ambiguity . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10150/620862.

Council of Science Editors:

Zimmer EJ. Children's Awareness of Syntactic Ambiguity . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620862

9. Meltzer, Eva Björck. Böcker som en del av ett förbrukningsmaterial : Förutsättningar för de yngsta barnens litteracitet i förskolan.

Degree: Teacher Education, 2016, Södertörn University

  From the point of departure of a literacy perspective the aim of this study is to, examine how preschool teachers form and stage a… (more)

Subjects/Keywords: Preschool; language development; writing/written language; literacy; learning environment

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APA (6th Edition):

Meltzer, E. B. (2016). Böcker som en del av ett förbrukningsmaterial : Förutsättningar för de yngsta barnens litteracitet i förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30497

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):

Meltzer, Eva Björck. “Böcker som en del av ett förbrukningsmaterial : Förutsättningar för de yngsta barnens litteracitet i förskolan.” 2016. Thesis, Södertörn University. Accessed January 18, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30497.

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

MLA Handbook (7th Edition):

Meltzer, Eva Björck. “Böcker som en del av ett förbrukningsmaterial : Förutsättningar för de yngsta barnens litteracitet i förskolan.” 2016. Web. 18 Jan 2020.

Vancouver:

Meltzer EB. Böcker som en del av ett förbrukningsmaterial : Förutsättningar för de yngsta barnens litteracitet i förskolan. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Jan 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30497.

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

Council of Science Editors:

Meltzer EB. Böcker som en del av ett förbrukningsmaterial : Förutsättningar för de yngsta barnens litteracitet i förskolan. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30497

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


University of Toronto

10. Shamim, Abir. The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study.

Degree: 2019, University of Toronto

This study provides a one year follow-up on the resettlement experiences of four Syrian refugee families living in Canada. More specifically, this study focuses on… (more)

Subjects/Keywords: Bilingual Development; Educational Development; Language and Literacy; Refugees; Wellbeing; 0525

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APA (6th Edition):

Shamim, A. (2019). The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/98354

Chicago Manual of Style (16th Edition):

Shamim, Abir. “The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study.” 2019. Masters Thesis, University of Toronto. Accessed January 18, 2020. http://hdl.handle.net/1807/98354.

MLA Handbook (7th Edition):

Shamim, Abir. “The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study.” 2019. Web. 18 Jan 2020.

Vancouver:

Shamim A. The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study. [Internet] [Masters thesis]. University of Toronto; 2019. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/1807/98354.

Council of Science Editors:

Shamim A. The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study. [Masters Thesis]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/98354


UCLA

11. Zwass, Rachel. The Home Literacy Environment: A Qualitative Investigation of School-Aged Children.

Degree: Education, 2018, UCLA

 As children become independent readers, they are expected to read, write, speak, and listen with increasing skill and complexity throughout the school years. Literacy is… (more)

Subjects/Keywords: Education; Educational psychology; Family engagement; Home literacy environment; Informal education; Language development; Literacy; Parent involvement

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APA (6th Edition):

Zwass, R. (2018). The Home Literacy Environment: A Qualitative Investigation of School-Aged Children. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5jx9k8md

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):

Zwass, Rachel. “The Home Literacy Environment: A Qualitative Investigation of School-Aged Children.” 2018. Thesis, UCLA. Accessed January 18, 2020. http://www.escholarship.org/uc/item/5jx9k8md.

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

MLA Handbook (7th Edition):

Zwass, Rachel. “The Home Literacy Environment: A Qualitative Investigation of School-Aged Children.” 2018. Web. 18 Jan 2020.

Vancouver:

Zwass R. The Home Literacy Environment: A Qualitative Investigation of School-Aged Children. [Internet] [Thesis]. UCLA; 2018. [cited 2020 Jan 18]. Available from: http://www.escholarship.org/uc/item/5jx9k8md.

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

Council of Science Editors:

Zwass R. The Home Literacy Environment: A Qualitative Investigation of School-Aged Children. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/5jx9k8md

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


Boston University

12. Rabold, Jennifer. Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis.

Degree: EdD, Education, 2019, Boston University

 This study investigated the approximations of disciplinary literacy in high school English Language Arts students’ writing. To study the development of these disciplinary conventions, the… (more)

Subjects/Keywords: Reading instruction; Disciplinary literacy; English language arts; Literacy instruction; Literary analysis; Literary studies; Writing development

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APA (6th Edition):

Rabold, J. (2019). Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/36008

Chicago Manual of Style (16th Edition):

Rabold, Jennifer. “Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis.” 2019. Doctoral Dissertation, Boston University. Accessed January 18, 2020. http://hdl.handle.net/2144/36008.

MLA Handbook (7th Edition):

Rabold, Jennifer. “Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis.” 2019. Web. 18 Jan 2020.

Vancouver:

Rabold J. Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis. [Internet] [Doctoral dissertation]. Boston University; 2019. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/2144/36008.

Council of Science Editors:

Rabold J. Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis. [Doctoral Dissertation]. Boston University; 2019. Available from: http://hdl.handle.net/2144/36008


Liberty University

13. Kirk, Lauren E. Effects of Primary Grade Literacy Field Experiences on Preservice Teachers' Self-Efficacy: A Causal-Comparative Study.

Degree: 2019, Liberty University

 Learning to read is an essential skill, yet many new teachers enter the profession unprepared to be effective literacy teachers. Teacher preparation has been at… (more)

Subjects/Keywords: Self-efficacy; Field Experience; Literacy; Education; Language and Literacy Education; Teacher Education and Professional Development

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APA (6th Edition):

Kirk, L. E. (2019). Effects of Primary Grade Literacy Field Experiences on Preservice Teachers' Self-Efficacy: A Causal-Comparative Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2140

Chicago Manual of Style (16th Edition):

Kirk, Lauren E. “Effects of Primary Grade Literacy Field Experiences on Preservice Teachers' Self-Efficacy: A Causal-Comparative Study.” 2019. Doctoral Dissertation, Liberty University. Accessed January 18, 2020. https://digitalcommons.liberty.edu/doctoral/2140.

MLA Handbook (7th Edition):

Kirk, Lauren E. “Effects of Primary Grade Literacy Field Experiences on Preservice Teachers' Self-Efficacy: A Causal-Comparative Study.” 2019. Web. 18 Jan 2020.

Vancouver:

Kirk LE. Effects of Primary Grade Literacy Field Experiences on Preservice Teachers' Self-Efficacy: A Causal-Comparative Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jan 18]. Available from: https://digitalcommons.liberty.edu/doctoral/2140.

Council of Science Editors:

Kirk LE. Effects of Primary Grade Literacy Field Experiences on Preservice Teachers' Self-Efficacy: A Causal-Comparative Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2140

14. Gregory, Kristen Howell. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.

Degree: PhD, Teaching and Learning, 2018, Old Dominion University

  Many students enter college with inadequate reading, writing, and critical thinking skills to successfully navigate discipline-specific college-level coursework (Duff, 2010; Hyland, 2006; Lea &… (more)

Subjects/Keywords: Community college; Disciplinary literacy; Faculty development; Learning communities; Literacy instruction; Curriculum and Instruction; Higher Education; Language and Literacy Education

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APA (6th Edition):

Gregory, K. H. (2018). A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13

Chicago Manual of Style (16th Edition):

Gregory, Kristen Howell. “A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.” 2018. Doctoral Dissertation, Old Dominion University. Accessed January 18, 2020. 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13.

MLA Handbook (7th Edition):

Gregory, Kristen Howell. “A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community.” 2018. Web. 18 Jan 2020.

Vancouver:

Gregory KH. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2020 Jan 18]. Available from: 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13.

Council of Science Editors:

Gregory KH. A Multi Case Study of Community College Discipline Faculty’s Participation in a Disciplinary Literacy Professional Learning Community. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438538412 ; https://digitalcommons.odu.edu/teachinglearning_etds/13


University of KwaZulu-Natal

15. Ramdan, Shamitha. Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal.

Degree: 2015, University of KwaZulu-Natal

 This research project specifically focused on understanding the literacy practices of three grade three educators in a peri-urban school, who are entrusted with the task… (more)

Subjects/Keywords: Theses - Education.; Literacy - Education.; Literacy Study and teaching - South Africa - KwaZulu-Natal.; English language - Study and teaching - South Africa.; Literacy development.

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APA (6th Edition):

Ramdan, S. (2015). Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15707

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):

Ramdan, Shamitha. “Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal.” 2015. Thesis, University of KwaZulu-Natal. Accessed January 18, 2020. http://hdl.handle.net/10413/15707.

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

MLA Handbook (7th Edition):

Ramdan, Shamitha. “Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal.” 2015. Web. 18 Jan 2020.

Vancouver:

Ramdan S. Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10413/15707.

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

Council of Science Editors:

Ramdan S. Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/15707

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


University of Alberta

16. Wasniewski, Ewa. An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development.

Degree: MEd, Department of Educational Psychology, 2011, University of Alberta

 This investigation uses the quasi experimental one group pretest-posttest research design to identify vocabulary learning strategies specific to an International Practical Nurse Diploma program, at… (more)

Subjects/Keywords: English as a Second Language; Assistive Technologies; Literacy Development.

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APA (6th Edition):

Wasniewski, E. (2011). An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/dr26xz41n

Chicago Manual of Style (16th Edition):

Wasniewski, Ewa. “An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development.” 2011. Masters Thesis, University of Alberta. Accessed January 18, 2020. https://era.library.ualberta.ca/files/dr26xz41n.

MLA Handbook (7th Edition):

Wasniewski, Ewa. “An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development.” 2011. Web. 18 Jan 2020.

Vancouver:

Wasniewski E. An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2020 Jan 18]. Available from: https://era.library.ualberta.ca/files/dr26xz41n.

Council of Science Editors:

Wasniewski E. An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/dr26xz41n

17. Brand, Irene. A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools.

Degree: PhD, General Linguistics, 2015, Stellenbosch University

 ENGLISH ABSTRACT: This study is motivated by existing information on the discontinuity between home literacy practices and school literacy expectations of learners who typically speak… (more)

Subjects/Keywords: Literacy development; Narrative Enrichment Programme  – Afrikaans speaking learners; Language awareness; UCTD

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

APA (6th Edition):

Brand, I. (2015). A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98066

Chicago Manual of Style (16th Edition):

Brand, Irene. “A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed January 18, 2020. http://hdl.handle.net/10019.1/98066.

MLA Handbook (7th Edition):

Brand, Irene. “A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools.” 2015. Web. 18 Jan 2020.

Vancouver:

Brand I. A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10019.1/98066.

Council of Science Editors:

Brand I. A Narrative Enrichment Programme in literacy development of Afrikaans speaking Grade 3 learners in monolingual rural schools. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/98066


College of William and Mary

18. Miller, Sara Elizabeth. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.

Degree: Doctor of Education (EdD), Education, 2010, College of William and Mary

 The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact… (more)

Subjects/Keywords: Language and Literacy Education; Teacher Education and Professional Development

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

APA (6th Edition):

Miller, S. E. (2010). Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618619

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):

Miller, Sara Elizabeth. “Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.” 2010. Thesis, College of William and Mary. Accessed January 18, 2020. https://scholarworks.wm.edu/etd/1539618619.

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

MLA Handbook (7th Edition):

Miller, Sara Elizabeth. “Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.” 2010. Web. 18 Jan 2020.

Vancouver:

Miller SE. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. [Internet] [Thesis]. College of William and Mary; 2010. [cited 2020 Jan 18]. Available from: https://scholarworks.wm.edu/etd/1539618619.

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

Council of Science Editors:

Miller SE. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. [Thesis]. College of William and Mary; 2010. Available from: https://scholarworks.wm.edu/etd/1539618619

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


University of Texas – Austin

19. Joyner, Stacey Lynette. I have a father who reads to me : implications for early language and literacy development.

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

 Reading aloud to very young children has been described as one of the “most important activities for developing the knowledge required for eventual success in… (more)

Subjects/Keywords: Preschool; Literacy; Read aloud; At-risk; Language development

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APA (6th Edition):

Joyner, S. L. (2014). I have a father who reads to me : implications for early language and literacy development. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28375

Chicago Manual of Style (16th Edition):

Joyner, Stacey Lynette. “I have a father who reads to me : implications for early language and literacy development.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2020. http://hdl.handle.net/2152/28375.

MLA Handbook (7th Edition):

Joyner, Stacey Lynette. “I have a father who reads to me : implications for early language and literacy development.” 2014. Web. 18 Jan 2020.

Vancouver:

Joyner SL. I have a father who reads to me : implications for early language and literacy development. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/2152/28375.

Council of Science Editors:

Joyner SL. I have a father who reads to me : implications for early language and literacy development. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28375


University of Victoria

20. Keilty, Megan Brigid. An investigation of developmental spelling in ESL and non-ESL kindergarten children.

Degree: Dept. of Educational Psychology and Leadership Studies, 2010, University of Victoria

 The current study investigated developmental spelling in a group of English as a second language (ESL) and non-ESL children. The purpose was to determine if… (more)

Subjects/Keywords: ESL; literacy; spelling; literacy development; spelling development; children; UVic Subject Index::Humanities and Social Sciences::Education::Language and education

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APA (6th Edition):

Keilty, M. B. (2010). An investigation of developmental spelling in ESL and non-ESL kindergarten children. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/2688

Chicago Manual of Style (16th Edition):

Keilty, Megan Brigid. “An investigation of developmental spelling in ESL and non-ESL kindergarten children.” 2010. Masters Thesis, University of Victoria. Accessed January 18, 2020. http://hdl.handle.net/1828/2688.

MLA Handbook (7th Edition):

Keilty, Megan Brigid. “An investigation of developmental spelling in ESL and non-ESL kindergarten children.” 2010. Web. 18 Jan 2020.

Vancouver:

Keilty MB. An investigation of developmental spelling in ESL and non-ESL kindergarten children. [Internet] [Masters thesis]. University of Victoria; 2010. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/1828/2688.

Council of Science Editors:

Keilty MB. An investigation of developmental spelling in ESL and non-ESL kindergarten children. [Masters Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/2688


University of Florida

21. McAlister, Tiffany. Art Education and its Implication for English Language Learner's Literacy.

Degree: Master's, 2014, University of Florida

 My capstone paper describes my research process, findings, and recommendations’ concerning the impact art has on the language literacy development of English as Language Learning… (more)

Subjects/Keywords: Art education; Classrooms; Educational research; English as a second language; English language learners; Language development; Learning; Literacy; Reading instruction; Students

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APA (6th Edition):

McAlister, T. (2014). Art Education and its Implication for English Language Learner's Literacy. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00030974

Chicago Manual of Style (16th Edition):

McAlister, Tiffany. “Art Education and its Implication for English Language Learner's Literacy.” 2014. Masters Thesis, University of Florida. Accessed January 18, 2020. http://ufdc.ufl.edu/AA00030974.

MLA Handbook (7th Edition):

McAlister, Tiffany. “Art Education and its Implication for English Language Learner's Literacy.” 2014. Web. 18 Jan 2020.

Vancouver:

McAlister T. Art Education and its Implication for English Language Learner's Literacy. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2020 Jan 18]. Available from: http://ufdc.ufl.edu/AA00030974.

Council of Science Editors:

McAlister T. Art Education and its Implication for English Language Learner's Literacy. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/AA00030974


University of Florida

22. Patrick, Jennifer. Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science.

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

 Jennifer Drake Patrick December 2009 Chair: Zhihui Fang Major: Curriculum and Instruction (ISC) The highly specialized language of science is both challenging and alienating to… (more)

Subjects/Keywords: Classrooms; Language teachers; Learning; Literacy; Professional development; Science learning; Science teachers; Students; Teachers; Words; content, disciplines, highschool, literacy, reading, science

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APA (6th Edition):

Patrick, J. (2009). Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041163

Chicago Manual of Style (16th Edition):

Patrick, Jennifer. “Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science.” 2009. Doctoral Dissertation, University of Florida. Accessed January 18, 2020. http://ufdc.ufl.edu/UFE0041163.

MLA Handbook (7th Edition):

Patrick, Jennifer. “Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science.” 2009. Web. 18 Jan 2020.

Vancouver:

Patrick J. Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Jan 18]. Available from: http://ufdc.ufl.edu/UFE0041163.

Council of Science Editors:

Patrick J. Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041163


The Ohio State University

23. McNally, Elizabeth C. Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom.

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

 This research examines differential participation in three specific classroomliteracy activities over an academic school and their relationship to progress on schoolbasedmeasures of literacy progress in… (more)

Subjects/Keywords: Early Childhood Education; English As A Second Language; Literacy; Differential Participation; Linguistically diverse; kindergarten; literacy development

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APA (6th Edition):

McNally, E. C. (2010). Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959

Chicago Manual of Style (16th Edition):

McNally, Elizabeth C. “Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom.” 2010. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959.

MLA Handbook (7th Edition):

McNally, Elizabeth C. “Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom.” 2010. Web. 18 Jan 2020.

Vancouver:

McNally EC. Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959.

Council of Science Editors:

McNally EC. Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959


University of California – Irvine

24. Hinga, Briana Marie. Reframing High School English Language Arts to Imagine and Foster Possibility.

Degree: Education, 2014, University of California – Irvine

 Typical high school ELA instruction fails to break the deeply rooted cycle of inequality in the United States. Within democratic and social justice traditions, a… (more)

Subjects/Keywords: Education; Multicultural education; Curriculum development; Critical Literacy; Critical Pedagogy; Cultural Historical Activity Theory; English Language Arts; Literacy; Social Design Experiment

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APA (6th Edition):

Hinga, B. M. (2014). Reframing High School English Language Arts to Imagine and Foster Possibility. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/3132f9km

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):

Hinga, Briana Marie. “Reframing High School English Language Arts to Imagine and Foster Possibility.” 2014. Thesis, University of California – Irvine. Accessed January 18, 2020. http://www.escholarship.org/uc/item/3132f9km.

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

MLA Handbook (7th Edition):

Hinga, Briana Marie. “Reframing High School English Language Arts to Imagine and Foster Possibility.” 2014. Web. 18 Jan 2020.

Vancouver:

Hinga BM. Reframing High School English Language Arts to Imagine and Foster Possibility. [Internet] [Thesis]. University of California – Irvine; 2014. [cited 2020 Jan 18]. Available from: http://www.escholarship.org/uc/item/3132f9km.

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

Council of Science Editors:

Hinga BM. Reframing High School English Language Arts to Imagine and Foster Possibility. [Thesis]. University of California – Irvine; 2014. Available from: http://www.escholarship.org/uc/item/3132f9km

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


Liberty University

25. Bigham, Jessica Danielle. Implementation of Read to Be Ready Instructional Practices: A Case Study.

Degree: 2019, Liberty University

 The purpose of this embedded case study was to describe the implementation of Read to Be Ready instructional practices by elementary grades teachers. The issue… (more)

Subjects/Keywords: Early Literacy; Professional Development Transfer; Reading Instruction; Read to Be Ready; Education; Educational Leadership; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Bigham, J. D. (2019). Implementation of Read to Be Ready Instructional Practices: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1982

Chicago Manual of Style (16th Edition):

Bigham, Jessica Danielle. “Implementation of Read to Be Ready Instructional Practices: A Case Study.” 2019. Doctoral Dissertation, Liberty University. Accessed January 18, 2020. https://digitalcommons.liberty.edu/doctoral/1982.

MLA Handbook (7th Edition):

Bigham, Jessica Danielle. “Implementation of Read to Be Ready Instructional Practices: A Case Study.” 2019. Web. 18 Jan 2020.

Vancouver:

Bigham JD. Implementation of Read to Be Ready Instructional Practices: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jan 18]. Available from: https://digitalcommons.liberty.edu/doctoral/1982.

Council of Science Editors:

Bigham JD. Implementation of Read to Be Ready Instructional Practices: A Case Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1982

26. Jwa, Soomin. Genre Knowledge Development: Tracing Trajectories of L2 Writers' Transitions to Different Disciplinary Expectations in College Writing .

Degree: 2015, University of Arizona

 Among scholars of applied linguistics and composition studies, the notion of academic literacy has generated discussions regarding L2 students' intellectual growth and academic performance in… (more)

Subjects/Keywords: College Writing; Disciplinary Discourse; Genre Knowledge Development; Genre-Mediated Literacy Practice; L2 Writing; Second Language Acquisition & Teaching; Academic Literacy

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APA (6th Edition):

Jwa, S. (2015). Genre Knowledge Development: Tracing Trajectories of L2 Writers' Transitions to Different Disciplinary Expectations in College Writing . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556808

Chicago Manual of Style (16th Edition):

Jwa, Soomin. “Genre Knowledge Development: Tracing Trajectories of L2 Writers' Transitions to Different Disciplinary Expectations in College Writing .” 2015. Doctoral Dissertation, University of Arizona. Accessed January 18, 2020. http://hdl.handle.net/10150/556808.

MLA Handbook (7th Edition):

Jwa, Soomin. “Genre Knowledge Development: Tracing Trajectories of L2 Writers' Transitions to Different Disciplinary Expectations in College Writing .” 2015. Web. 18 Jan 2020.

Vancouver:

Jwa S. Genre Knowledge Development: Tracing Trajectories of L2 Writers' Transitions to Different Disciplinary Expectations in College Writing . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10150/556808.

Council of Science Editors:

Jwa S. Genre Knowledge Development: Tracing Trajectories of L2 Writers' Transitions to Different Disciplinary Expectations in College Writing . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556808


University of Kentucky

27. Griffen, Ann Katherine. SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY.

Degree: 2017, University of Kentucky

Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function… (more)

Subjects/Keywords: Literacy; Moderate; Severe; Disability; Students; Teachers; Survey; Language and Literacy Education; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Griffen, A. K. (2017). SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/42

Chicago Manual of Style (16th Edition):

Griffen, Ann Katherine. “SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY.” 2017. Doctoral Dissertation, University of Kentucky. Accessed January 18, 2020. https://uknowledge.uky.edu/edsrc_etds/42.

MLA Handbook (7th Edition):

Griffen, Ann Katherine. “SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY.” 2017. Web. 18 Jan 2020.

Vancouver:

Griffen AK. SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2020 Jan 18]. Available from: https://uknowledge.uky.edu/edsrc_etds/42.

Council of Science Editors:

Griffen AK. SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edsrc_etds/42

28. Blakeslee, Cynthia Darden. A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading.

Degree: PhD, Teaching and Learning, 2012, Old Dominion University

  Significant changes in requirements for reading instruction and special education teacher preparation have occurred in recent years due to provisions found in the No… (more)

Subjects/Keywords: Reading instruction; Special education teachers; Literacy; Language and Literacy Education; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Blakeslee, C. D. (2012). A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267890412 ; https://digitalcommons.odu.edu/teachinglearning_etds/43

Chicago Manual of Style (16th Edition):

Blakeslee, Cynthia Darden. “A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading.” 2012. Doctoral Dissertation, Old Dominion University. Accessed January 18, 2020. 9781267890412 ; https://digitalcommons.odu.edu/teachinglearning_etds/43.

MLA Handbook (7th Edition):

Blakeslee, Cynthia Darden. “A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading.” 2012. Web. 18 Jan 2020.

Vancouver:

Blakeslee CD. A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading. [Internet] [Doctoral dissertation]. Old Dominion University; 2012. [cited 2020 Jan 18]. Available from: 9781267890412 ; https://digitalcommons.odu.edu/teachinglearning_etds/43.

Council of Science Editors:

Blakeslee CD. A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading. [Doctoral Dissertation]. Old Dominion University; 2012. Available from: 9781267890412 ; https://digitalcommons.odu.edu/teachinglearning_etds/43


The Ohio State University

29. Kim, Min Young. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.

Degree: PhD, EDU Teaching and Learning, 2018, The Ohio State University

 This dissertation study aims to theorize an instructional practice which I labeled languaging thinking. Languaging thinking is conceptualized as a social practice in which teachers… (more)

Subjects/Keywords: Education; Language; Literacy

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APA (6th Edition):

Kim, M. Y. (2018). Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586

Chicago Manual of Style (16th Edition):

Kim, Min Young. “Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.” 2018. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

MLA Handbook (7th Edition):

Kim, Min Young. “Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.” 2018. Web. 18 Jan 2020.

Vancouver:

Kim MY. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

Council of Science Editors:

Kim MY. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586


Temple University

30. Imbrenda, Jon-Philip. For argument's sake: Building a pathway to college for urban adolescents.

Degree: PhD, 2016, Temple University

Teaching & Learning

Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental… (more)

Subjects/Keywords: Education; Teacher education; Curriculum development;

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APA (6th Edition):

Imbrenda, J. (2016). For argument's sake: Building a pathway to college for urban adolescents. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,373054

Chicago Manual of Style (16th Edition):

Imbrenda, Jon-Philip. “For argument's sake: Building a pathway to college for urban adolescents.” 2016. Doctoral Dissertation, Temple University. Accessed January 18, 2020. http://digital.library.temple.edu/u?/p245801coll10,373054.

MLA Handbook (7th Edition):

Imbrenda, Jon-Philip. “For argument's sake: Building a pathway to college for urban adolescents.” 2016. Web. 18 Jan 2020.

Vancouver:

Imbrenda J. For argument's sake: Building a pathway to college for urban adolescents. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2020 Jan 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,373054.

Council of Science Editors:

Imbrenda J. For argument's sake: Building a pathway to college for urban adolescents. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,373054

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