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Degree: EdD

You searched for subject:(language arts). Showing records 1 – 30 of 47 total matches.

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Arizona State University

1. Curran-Sejkora, Elizabeth (Liza). Student Interactions in Edmodo Versus Facebook.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

 ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four… (more)

Subjects/Keywords: Educational technology; Secondary education; Language arts; academic social network sites; Edmodo; Educational technology; Facebook; language arts; social network sites

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APA (6th Edition):

Curran-Sejkora, E. (. (2013). Student Interactions in Edmodo Versus Facebook. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/20858

Chicago Manual of Style (16th Edition):

Curran-Sejkora, Elizabeth (Liza). “Student Interactions in Edmodo Versus Facebook.” 2013. Doctoral Dissertation, Arizona State University. Accessed December 12, 2019. http://repository.asu.edu/items/20858.

MLA Handbook (7th Edition):

Curran-Sejkora, Elizabeth (Liza). “Student Interactions in Edmodo Versus Facebook.” 2013. Web. 12 Dec 2019.

Vancouver:

Curran-Sejkora E(. Student Interactions in Edmodo Versus Facebook. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Dec 12]. Available from: http://repository.asu.edu/items/20858.

Council of Science Editors:

Curran-Sejkora E(. Student Interactions in Edmodo Versus Facebook. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/20858


Boston University

2. Harris, Karen Lee. The practices of exemplary teachers of poetry in the secondary English-language arts classroom.

Degree: EdD, Education, 2018, Boston University

 Teachers of poetry to high schoolers must navigate special challenges and balance competing tensions, including analysis “versus” appreciation, their status as both novice and expert… (more)

Subjects/Keywords: Education; Classroom; Poetry; Secondary; Teaching; English-language arts; High school

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APA (6th Edition):

Harris, K. L. (2018). The practices of exemplary teachers of poetry in the secondary English-language arts classroom. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/32689

Chicago Manual of Style (16th Edition):

Harris, Karen Lee. “The practices of exemplary teachers of poetry in the secondary English-language arts classroom.” 2018. Doctoral Dissertation, Boston University. Accessed December 12, 2019. http://hdl.handle.net/2144/32689.

MLA Handbook (7th Edition):

Harris, Karen Lee. “The practices of exemplary teachers of poetry in the secondary English-language arts classroom.” 2018. Web. 12 Dec 2019.

Vancouver:

Harris KL. The practices of exemplary teachers of poetry in the secondary English-language arts classroom. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2144/32689.

Council of Science Editors:

Harris KL. The practices of exemplary teachers of poetry in the secondary English-language arts classroom. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/32689


Texas A&M University

3. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173862

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 12, 2019. http://hdl.handle.net/1969.1/173862.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 12 Dec 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1969.1/173862.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173862


Texas A&M University

4. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173767

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 12, 2019. http://hdl.handle.net/1969.1/173767.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 12 Dec 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1969.1/173767.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173767


University of South Carolina

5. Hamilton-Hankins, Octavia J. The Impact of Technology Integration on the Engagement Levels of Ten Second Grade Students in an English Language Arts Classroom.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  This action research study examined the way in which integrating technology into a second grade ELA classroom impacted levels of student engagement. Research investigated… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Technology Integration; English Language Arts

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APA (6th Edition):

Hamilton-Hankins, O. J. (2017). The Impact of Technology Integration on the Engagement Levels of Ten Second Grade Students in an English Language Arts Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4343

Chicago Manual of Style (16th Edition):

Hamilton-Hankins, Octavia J. “The Impact of Technology Integration on the Engagement Levels of Ten Second Grade Students in an English Language Arts Classroom.” 2017. Doctoral Dissertation, University of South Carolina. Accessed December 12, 2019. https://scholarcommons.sc.edu/etd/4343.

MLA Handbook (7th Edition):

Hamilton-Hankins, Octavia J. “The Impact of Technology Integration on the Engagement Levels of Ten Second Grade Students in an English Language Arts Classroom.” 2017. Web. 12 Dec 2019.

Vancouver:

Hamilton-Hankins OJ. The Impact of Technology Integration on the Engagement Levels of Ten Second Grade Students in an English Language Arts Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Dec 12]. Available from: https://scholarcommons.sc.edu/etd/4343.

Council of Science Editors:

Hamilton-Hankins OJ. The Impact of Technology Integration on the Engagement Levels of Ten Second Grade Students in an English Language Arts Classroom. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4343


University of Southern California

6. Fabienke, Shonika. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.

Degree: EdD, Education, 2012, University of Southern California

 This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with… (more)

Subjects/Keywords: curriculum; implementation; slippage; Language Arts intervention; prescribed curriculum

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APA (6th Edition):

Fabienke, S. (2012). Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204

Chicago Manual of Style (16th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 12, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204.

MLA Handbook (7th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Web. 12 Dec 2019.

Vancouver:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 12]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204.

Council of Science Editors:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204


West Virginia University

7. Charle Poza, Maria Isabel. The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language.

Degree: EdD, Learning Sciences and Human Development, 2005, West Virginia University

 This study investigated the influence of asynchronous computer voice conferencing on learners' anxiety when speaking in a foreign language. The technology chosen was the voice… (more)

Subjects/Keywords: Educational technology; Language arts

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APA (6th Edition):

Charle Poza, M. I. (2005). The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3415

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):

Charle Poza, Maria Isabel. “The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language.” 2005. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/3415.

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

MLA Handbook (7th Edition):

Charle Poza, Maria Isabel. “The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language.” 2005. Web. 12 Dec 2019.

Vancouver:

Charle Poza MI. The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language. [Internet] [Thesis]. West Virginia University; 2005. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/3415.

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

Council of Science Editors:

Charle Poza MI. The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language. [Thesis]. West Virginia University; 2005. Available from: https://researchrepository.wvu.edu/etd/3415

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


West Virginia University

8. Newlon, Geraldine J. Plagiarism in high schools: A case study of how teachers address a perpetual dilemma.

Degree: EdD, Learning Sciences and Human Development, 2009, West Virginia University

 This was a multiple case study of all the 12th grade English teachers in one West Virginia county school system. Qualitative data collection methods involving… (more)

Subjects/Keywords: Secondary education; Language arts

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APA (6th Edition):

Newlon, G. J. (2009). Plagiarism in high schools: A case study of how teachers address a perpetual dilemma. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3490

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):

Newlon, Geraldine J. “Plagiarism in high schools: A case study of how teachers address a perpetual dilemma.” 2009. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/3490.

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

MLA Handbook (7th Edition):

Newlon, Geraldine J. “Plagiarism in high schools: A case study of how teachers address a perpetual dilemma.” 2009. Web. 12 Dec 2019.

Vancouver:

Newlon GJ. Plagiarism in high schools: A case study of how teachers address a perpetual dilemma. [Internet] [Thesis]. West Virginia University; 2009. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/3490.

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

Council of Science Editors:

Newlon GJ. Plagiarism in high schools: A case study of how teachers address a perpetual dilemma. [Thesis]. West Virginia University; 2009. Available from: https://researchrepository.wvu.edu/etd/3490

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


West Virginia University

9. White, William L. Faculty perceptions of the role of foreign language education at West Virginia University.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2007, West Virginia University

 Foreign language education has a long history within higher education. However, since the late 1960s, foreign language enrollment, measured by percentages of students taking language(more)

Subjects/Keywords: Higher education; Language arts

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APA (6th Edition):

White, W. L. (2007). Faculty perceptions of the role of foreign language education at West Virginia University. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2773

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):

White, William L. “Faculty perceptions of the role of foreign language education at West Virginia University.” 2007. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/2773.

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

MLA Handbook (7th Edition):

White, William L. “Faculty perceptions of the role of foreign language education at West Virginia University.” 2007. Web. 12 Dec 2019.

Vancouver:

White WL. Faculty perceptions of the role of foreign language education at West Virginia University. [Internet] [Thesis]. West Virginia University; 2007. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/2773.

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

Council of Science Editors:

White WL. Faculty perceptions of the role of foreign language education at West Virginia University. [Thesis]. West Virginia University; 2007. Available from: https://researchrepository.wvu.edu/etd/2773

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


West Virginia University

10. das Neves Seesink, M. Teresa. Using blended instruction to teach academic vocabulary collocations: A case study.

Degree: EdD, Learning Sciences and Human Development, 2007, West Virginia University

 Learning second language vocabulary has always been a challenge for second language (L2) learners. Transferring new vocabulary to an active stage has been an even… (more)

Subjects/Keywords: Language arts; Educational technology

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APA (6th Edition):

das Neves Seesink, M. T. (2007). Using blended instruction to teach academic vocabulary collocations: A case study. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3475

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):

das Neves Seesink, M Teresa. “Using blended instruction to teach academic vocabulary collocations: A case study.” 2007. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/3475.

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

MLA Handbook (7th Edition):

das Neves Seesink, M Teresa. “Using blended instruction to teach academic vocabulary collocations: A case study.” 2007. Web. 12 Dec 2019.

Vancouver:

das Neves Seesink MT. Using blended instruction to teach academic vocabulary collocations: A case study. [Internet] [Thesis]. West Virginia University; 2007. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/3475.

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

Council of Science Editors:

das Neves Seesink MT. Using blended instruction to teach academic vocabulary collocations: A case study. [Thesis]. West Virginia University; 2007. Available from: https://researchrepository.wvu.edu/etd/3475

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


University of Hong Kong

11. Ho, Man-bo. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.

Degree: EdD, 2017, University of Hong Kong

Studies on critical gender and sexual curriculum have been conducted in Western countries in the past three decades. However, such research is still at the… (more)

Subjects/Keywords: Sexual minorities in higher education; Language and languages - Study and teaching (Higher); Language arts (Higher) - Correlation with content subjects

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APA (6th Edition):

Ho, M. (2017). Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252077

Chicago Manual of Style (16th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed December 12, 2019. http://hdl.handle.net/10722/252077.

MLA Handbook (7th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Web. 12 Dec 2019.

Vancouver:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10722/252077.

Council of Science Editors:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252077


University of Kansas

12. Laubengayer, Roger Carl. LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 To examine the effects of cooperative learning and the personality trait of extraversion on ESOL students studying English at an urban, Mid-Western, secondary school, a… (more)

Subjects/Keywords: Secondary education; English as a second language; Language arts; Cooperative Learning; Extraversion; Grammar; Group Work; Introversion

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APA (6th Edition):

Laubengayer, R. C. (2018). LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27561

Chicago Manual of Style (16th Edition):

Laubengayer, Roger Carl. “LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?.” 2018. Doctoral Dissertation, University of Kansas. Accessed December 12, 2019. http://hdl.handle.net/1808/27561.

MLA Handbook (7th Edition):

Laubengayer, Roger Carl. “LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?.” 2018. Web. 12 Dec 2019.

Vancouver:

Laubengayer RC. LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1808/27561.

Council of Science Editors:

Laubengayer RC. LEARNING ENGLISH AS A SECOND LANGUAGE IN A COOPERATIVE LEARNING ENVIRONMENT: DOES PERSONALITY TYPE MATTER?. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27561


University of Kansas

13. Lopez-Boren, Deborah Myrrie. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.

Degree: EdD, Curriculum and Teaching, 2016, University of Kansas

 Abstract The impact of the One-to-One Initiative in secondary English Language Arts classrooms was the focus of this study. Specifically, the consequences a laptop for… (more)

Subjects/Keywords: Secondary education; Language arts; Pedagogy; digital initiative; Freire; Lyotard; mercantilism; One-to-One Initiative

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APA (6th Edition):

Lopez-Boren, D. M. (2016). The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22006

Chicago Manual of Style (16th Edition):

Lopez-Boren, Deborah Myrrie. “The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.” 2016. Doctoral Dissertation, University of Kansas. Accessed December 12, 2019. http://hdl.handle.net/1808/22006.

MLA Handbook (7th Edition):

Lopez-Boren, Deborah Myrrie. “The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.” 2016. Web. 12 Dec 2019.

Vancouver:

Lopez-Boren DM. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1808/22006.

Council of Science Editors:

Lopez-Boren DM. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22006


University of Kansas

14. Pelkey, Melissa Marie. A Kansas survey: Teaching writing to middle school students.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 An interest in writing practices in the state of Kansas led to a statewide survey of middle school teachers to examine key writing practices and… (more)

Subjects/Keywords: Education; Reading instruction; Teacher education; English Language Arts; Literacy; Professional Development; self-efficacy; technology; Writing

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APA (6th Edition):

Pelkey, M. M. (2018). A Kansas survey: Teaching writing to middle school students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27565

Chicago Manual of Style (16th Edition):

Pelkey, Melissa Marie. “A Kansas survey: Teaching writing to middle school students.” 2018. Doctoral Dissertation, University of Kansas. Accessed December 12, 2019. http://hdl.handle.net/1808/27565.

MLA Handbook (7th Edition):

Pelkey, Melissa Marie. “A Kansas survey: Teaching writing to middle school students.” 2018. Web. 12 Dec 2019.

Vancouver:

Pelkey MM. A Kansas survey: Teaching writing to middle school students. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1808/27565.

Council of Science Editors:

Pelkey MM. A Kansas survey: Teaching writing to middle school students. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27565


University of South Carolina

15. Lott, Sara. Curricula as Complements: Inclusive Content-Based Literature and the Goals of Common Core in Secondary Students’ English Achievement.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  The Common Core State Standards now suggest a 70% nonfiction, 30% fiction reading load for 6th to 12th grade students (Common Core State Standards… (more)

Subjects/Keywords: Curriculum and Instruction; Education; English language arts; Common Core State Standards; inclusive content-based literature

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APA (6th Edition):

Lott, S. (2017). Curricula as Complements: Inclusive Content-Based Literature and the Goals of Common Core in Secondary Students’ English Achievement. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4445

Chicago Manual of Style (16th Edition):

Lott, Sara. “Curricula as Complements: Inclusive Content-Based Literature and the Goals of Common Core in Secondary Students’ English Achievement.” 2017. Doctoral Dissertation, University of South Carolina. Accessed December 12, 2019. https://scholarcommons.sc.edu/etd/4445.

MLA Handbook (7th Edition):

Lott, Sara. “Curricula as Complements: Inclusive Content-Based Literature and the Goals of Common Core in Secondary Students’ English Achievement.” 2017. Web. 12 Dec 2019.

Vancouver:

Lott S. Curricula as Complements: Inclusive Content-Based Literature and the Goals of Common Core in Secondary Students’ English Achievement. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Dec 12]. Available from: https://scholarcommons.sc.edu/etd/4445.

Council of Science Editors:

Lott S. Curricula as Complements: Inclusive Content-Based Literature and the Goals of Common Core in Secondary Students’ English Achievement. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4445


University of South Carolina

16. Thomerson, Gem Courtney. Who Is She? A Case Study of A Teacher of Gifted Learners.

Degree: EdD, Educational Leadership and Policies, 2010, University of South Carolina

  An English language arts elementary teacher is the focus of this qualitative case study. For twelve years, 'Karen Winters' (pseudonym) served as an elementary… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Case Study; English/Language Arts; Gifted & Talented Education

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APA (6th Edition):

Thomerson, G. C. (2010). Who Is She? A Case Study of A Teacher of Gifted Learners. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/877

Chicago Manual of Style (16th Edition):

Thomerson, Gem Courtney. “Who Is She? A Case Study of A Teacher of Gifted Learners.” 2010. Doctoral Dissertation, University of South Carolina. Accessed December 12, 2019. https://scholarcommons.sc.edu/etd/877.

MLA Handbook (7th Edition):

Thomerson, Gem Courtney. “Who Is She? A Case Study of A Teacher of Gifted Learners.” 2010. Web. 12 Dec 2019.

Vancouver:

Thomerson GC. Who Is She? A Case Study of A Teacher of Gifted Learners. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Dec 12]. Available from: https://scholarcommons.sc.edu/etd/877.

Council of Science Editors:

Thomerson GC. Who Is She? A Case Study of A Teacher of Gifted Learners. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/877


Northeastern University

17. Verde, Melinda. Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy.

Degree: EdD, School of Education, 2017, Northeastern University

 The educational landscape is changing as increasing numbers of culturally and linguistically diverse (CLD) students enter the public schools in the United States. Schools, traditionally… (more)

Subjects/Keywords: arts integration; culturally and linguistically diverse; culturally relevant teaching; English language learner

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APA (6th Edition):

Verde, M. (2017). Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247766

Chicago Manual of Style (16th Edition):

Verde, Melinda. “Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/D20247766.

MLA Handbook (7th Edition):

Verde, Melinda. “Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy.” 2017. Web. 12 Dec 2019.

Vancouver:

Verde M. Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/D20247766.

Council of Science Editors:

Verde M. Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247766


Boston University

18. 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 December 12, 2019. 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. 12 Dec 2019.

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 2019 Dec 12]. 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


West Virginia University

19. Al Shammari, Mishal H. Saudi English as a foreign language learners' attitudes toward computer -assisted language learning.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2007, West Virginia University

 This study investigated Saudi English as a Foreign Language (EFL) Learners' attitudes toward Computer-Assisted Language Learning (CALL) at the Institute of Public Administration (IPA) in… (more)

Subjects/Keywords: Curriculum development; Educational technology; Language arts

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APA (6th Edition):

Al Shammari, M. H. (2007). Saudi English as a foreign language learners' attitudes toward computer -assisted language learning. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4286

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):

Al Shammari, Mishal H. “Saudi English as a foreign language learners' attitudes toward computer -assisted language learning.” 2007. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/4286.

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

MLA Handbook (7th Edition):

Al Shammari, Mishal H. “Saudi English as a foreign language learners' attitudes toward computer -assisted language learning.” 2007. Web. 12 Dec 2019.

Vancouver:

Al Shammari MH. Saudi English as a foreign language learners' attitudes toward computer -assisted language learning. [Internet] [Thesis]. West Virginia University; 2007. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/4286.

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

Council of Science Editors:

Al Shammari MH. Saudi English as a foreign language learners' attitudes toward computer -assisted language learning. [Thesis]. West Virginia University; 2007. Available from: https://researchrepository.wvu.edu/etd/4286

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


West Virginia University

20. Gallivan, Kathleen. Do on-line courses support certification needs for West Virginia K – 12 teachers of Spanish?.

Degree: EdD, Learning Sciences and Human Development, 2007, West Virginia University

 Recent reports show a projected teacher shortage of certified foreign language teachers in West Virginia over the next five to ten years. To facilitate initial… (more)

Subjects/Keywords: Teacher education; Language arts; Educational technology

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APA (6th Edition):

Gallivan, K. (2007). Do on-line courses support certification needs for West Virginia K – 12 teachers of Spanish?. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2767

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):

Gallivan, Kathleen. “Do on-line courses support certification needs for West Virginia K – 12 teachers of Spanish?.” 2007. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/2767.

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

MLA Handbook (7th Edition):

Gallivan, Kathleen. “Do on-line courses support certification needs for West Virginia K – 12 teachers of Spanish?.” 2007. Web. 12 Dec 2019.

Vancouver:

Gallivan K. Do on-line courses support certification needs for West Virginia K – 12 teachers of Spanish?. [Internet] [Thesis]. West Virginia University; 2007. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/2767.

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

Council of Science Editors:

Gallivan K. Do on-line courses support certification needs for West Virginia K – 12 teachers of Spanish?. [Thesis]. West Virginia University; 2007. Available from: https://researchrepository.wvu.edu/etd/2767

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


Northeastern University

21. Axelson, Natasha J. The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change.

Degree: EdD, School of Education, 2016, Northeastern University

 Instructional coaching within school districts has become one way to support teachers. Research from Guskey and Yoon (2009) showed the importance of carefully planned and… (more)

Subjects/Keywords: Common Core; curriculum; education; instructional coaching; literacy coaching; Education, Elementary; Curricula; Language arts (Elementary); Curricula; Curriculum change; Language arts teachers; In-service training; Language arts teachers; Training of; Literacy; Study and teaching (Elementary); Common Core State Standards (Education)

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APA (6th Edition):

Axelson, N. J. (2016). The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204828

Chicago Manual of Style (16th Edition):

Axelson, Natasha J. “The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/D20204828.

MLA Handbook (7th Edition):

Axelson, Natasha J. “The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change.” 2016. Web. 12 Dec 2019.

Vancouver:

Axelson NJ. The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/D20204828.

Council of Science Editors:

Axelson NJ. The; The literacy coach and Common Core curriculum implementation; literacy coach and Common Core curriculum implementation: a collective case study in curricular change; three case studies in curricular change. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20204828

22. Tresner, Carey A. A case study to identify and describe instructional strategies used in the eleventh grade language arts classroom to assist disadvantaged students in preparing for the state reading assessment.

Degree: EdD, Department of Educational Leadership, 2010, Kansas State University

 This case study explored multiple teachers’ instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A “successful” Midwest school was… (more)

Subjects/Keywords: Disadvantaged students; Instructional strategies; Research-based strategies; at-risk students; Language arts students; special education students; Education, Curriculum and Instruction (0727)

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APA (6th Edition):

Tresner, C. A. (2010). A case study to identify and describe instructional strategies used in the eleventh grade language arts classroom to assist disadvantaged students in preparing for the state reading assessment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/3870

Chicago Manual of Style (16th Edition):

Tresner, Carey A. “A case study to identify and describe instructional strategies used in the eleventh grade language arts classroom to assist disadvantaged students in preparing for the state reading assessment.” 2010. Doctoral Dissertation, Kansas State University. Accessed December 12, 2019. http://hdl.handle.net/2097/3870.

MLA Handbook (7th Edition):

Tresner, Carey A. “A case study to identify and describe instructional strategies used in the eleventh grade language arts classroom to assist disadvantaged students in preparing for the state reading assessment.” 2010. Web. 12 Dec 2019.

Vancouver:

Tresner CA. A case study to identify and describe instructional strategies used in the eleventh grade language arts classroom to assist disadvantaged students in preparing for the state reading assessment. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2097/3870.

Council of Science Editors:

Tresner CA. A case study to identify and describe instructional strategies used in the eleventh grade language arts classroom to assist disadvantaged students in preparing for the state reading assessment. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/3870


University of Southern California

23. Levinson, Christine Caro. Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice.

Degree: EdD, Education, 2012, University of Southern California

 Guided practice, also referred to as student teaching, is a traditional component of teacher education that prepares teacher candidates for the complexities of the classroom.… (more)

Subjects/Keywords: student teaching; guided practice; online; teacher education; preliminary teachers; fidelity of implementation; English language arts; pedagogy; cooperating teachers; guiding teachers

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

APA (6th Edition):

Levinson, C. C. (2012). Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2739

Chicago Manual of Style (16th Edition):

Levinson, Christine Caro. “Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 12, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2739.

MLA Handbook (7th Edition):

Levinson, Christine Caro. “Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice.” 2012. Web. 12 Dec 2019.

Vancouver:

Levinson CC. Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 12]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2739.

Council of Science Editors:

Levinson CC. Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/46843/rec/2739

24. Williams, Jeffrey. Building Literacy Strategies in a Freshman English Classroom.

Degree: EdD, Educational Leadership and Policy Studies, 2013, Arizona State University

 An unrelenting need exists to improve literacy instruction in secondary schools in the United States. Reading scores, especially among minority and language minority students, as… (more)

Subjects/Keywords: Educational leadership; Language arts; Reading instruction

…Unfortunately, those gains are seldom reinforced by content area teachers in English language arts or… …not just in the English language arts classroom or at Encanto High School, but in the other… …English language arts teachers select and infuse strategy instruction into their ongoing… …Chapter 2 REVIEW OF SUPPORTING SCHOLARSHIP Jason reads aloud text from a language arts… …to become better readers, directives to teach reading in English language arts classes are… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Williams, J. (2013). Building Literacy Strategies in a Freshman English Classroom. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/17722

Chicago Manual of Style (16th Edition):

Williams, Jeffrey. “Building Literacy Strategies in a Freshman English Classroom.” 2013. Doctoral Dissertation, Arizona State University. Accessed December 12, 2019. http://repository.asu.edu/items/17722.

MLA Handbook (7th Edition):

Williams, Jeffrey. “Building Literacy Strategies in a Freshman English Classroom.” 2013. Web. 12 Dec 2019.

Vancouver:

Williams J. Building Literacy Strategies in a Freshman English Classroom. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Dec 12]. Available from: http://repository.asu.edu/items/17722.

Council of Science Editors:

Williams J. Building Literacy Strategies in a Freshman English Classroom. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/17722


West Virginia University

25. Duran, Diana Gail. Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students.

Degree: EdD, Learning Sciences and Human Development, 2003, West Virginia University

 Attitude is tied to behavior, and writing behaviors seem to be affected by using a computer. Technological advances have forever changed the way educators view… (more)

Subjects/Keywords: Educational psychology; Rhetoric; Language arts; Educational technology

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APA (6th Edition):

Duran, D. G. (2003). Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2477

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):

Duran, Diana Gail. “Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students.” 2003. Thesis, West Virginia University. Accessed December 12, 2019. https://researchrepository.wvu.edu/etd/2477.

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

MLA Handbook (7th Edition):

Duran, Diana Gail. “Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students.” 2003. Web. 12 Dec 2019.

Vancouver:

Duran DG. Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students. [Internet] [Thesis]. West Virginia University; 2003. [cited 2019 Dec 12]. Available from: https://researchrepository.wvu.edu/etd/2477.

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

Council of Science Editors:

Duran DG. Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students. [Thesis]. West Virginia University; 2003. Available from: https://researchrepository.wvu.edu/etd/2477

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


Wayne State University

26. Snider, Julie Snider. Factors That Influence Teachers' Use, Or Non-Use, Of Small Group Discussion.

Degree: EdD, English Education, 2017, Wayne State University

  ABSTRACT FACTORS THAT INFLUENCE TEACHERS’ USE, OR NON-USE, OF SMALL GROUP DISCUSSION by JULIANNE SNIDER August 2016 Advisor: Dr. Karen Feathers Major: Reading, Language,… (more)

Subjects/Keywords: Critical Literacy; Language Development; Lit Circles; Reading Engagement; Reading Motivation; Small Group Discussion; Arts and Humanities; Curriculum and Instruction; English Language and Literature

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APA (6th Edition):

Snider, J. S. (2017). Factors That Influence Teachers' Use, Or Non-Use, Of Small Group Discussion. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1744

Chicago Manual of Style (16th Edition):

Snider, Julie Snider. “Factors That Influence Teachers' Use, Or Non-Use, Of Small Group Discussion.” 2017. Doctoral Dissertation, Wayne State University. Accessed December 12, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1744.

MLA Handbook (7th Edition):

Snider, Julie Snider. “Factors That Influence Teachers' Use, Or Non-Use, Of Small Group Discussion.” 2017. Web. 12 Dec 2019.

Vancouver:

Snider JS. Factors That Influence Teachers' Use, Or Non-Use, Of Small Group Discussion. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2019 Dec 12]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1744.

Council of Science Editors:

Snider JS. Factors That Influence Teachers' Use, Or Non-Use, Of Small Group Discussion. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1744


University of Southern California

27. Albin, Deborah. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 In most urban communities English speaking African American and Latino students are not achieving at levels commensurate with other racial groups. These Standard English Learners… (more)

Subjects/Keywords: standard English learners; language; English language development; academic language; dialect; vernacular; English language arts; literacy; common core; student achievement; culturally and linguistically diverse; African American; Latino; culturally and linguistically diverse; achievement gap; student achievement; administrator; knowledge; perception; school principal; principal leadership

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APA (6th Edition):

Albin, D. (2015). Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594

Chicago Manual of Style (16th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 12, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

MLA Handbook (7th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Web. 12 Dec 2019.

Vancouver:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 12]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

Council of Science Editors:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594


Northeastern University

28. Vatalaro, Susan. Co-teaching as a model of instruction for English as second language teachers in a general education classroom.

Degree: EdD, School of Education, 2015, Northeastern University

 The English language learner population in schools across America is growing each day. Meeting the educational needs of these students can be very challenging. In… (more)

Subjects/Keywords: collaboration; co-teaching; English as a second language teacher; English language learner; mainstreaming; transformational learning; Teaching teams; English language; Study and teaching; Foreign speakers; Language arts; Mainstreaming in education; Teachers; In-service training

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APA (6th Edition):

Vatalaro, S. (2015). Co-teaching as a model of instruction for English as second language teachers in a general education classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20195502

Chicago Manual of Style (16th Edition):

Vatalaro, Susan. “Co-teaching as a model of instruction for English as second language teachers in a general education classroom.” 2015. Doctoral Dissertation, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/D20195502.

MLA Handbook (7th Edition):

Vatalaro, Susan. “Co-teaching as a model of instruction for English as second language teachers in a general education classroom.” 2015. Web. 12 Dec 2019.

Vancouver:

Vatalaro S. Co-teaching as a model of instruction for English as second language teachers in a general education classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/D20195502.

Council of Science Editors:

Vatalaro S. Co-teaching as a model of instruction for English as second language teachers in a general education classroom. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20195502


Northeastern University

29. Sineath, Karl Douglas. The effect of classroom discourse on high school students' argumentative writing skills.

Degree: EdD, School of Education, 2014, Northeastern University

 On the writing component of the most recent National Assessment of Educational Progress, 12th grade high school students' scores on argumentative tasks were lower than… (more)

Subjects/Keywords: argumentative writing; discourse; English education; secondary education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Rhetoric and Composition; Composition (Language arts); Study and teaching; Composition (Language arts); Research; Rhetoric; Study and teaching; Rhetoric; Research; Communication; Study and teaching; Education, Secondary; Research

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APA (6th Edition):

Sineath, K. D. (2014). The effect of classroom discourse on high school students' argumentative writing skills. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005052

Chicago Manual of Style (16th Edition):

Sineath, Karl Douglas. “The effect of classroom discourse on high school students' argumentative writing skills.” 2014. Masters Thesis, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/d20005052.

MLA Handbook (7th Edition):

Sineath, Karl Douglas. “The effect of classroom discourse on high school students' argumentative writing skills.” 2014. Web. 12 Dec 2019.

Vancouver:

Sineath KD. The effect of classroom discourse on high school students' argumentative writing skills. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/d20005052.

Council of Science Editors:

Sineath KD. The effect of classroom discourse on high school students' argumentative writing skills. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005052


Northeastern University

30. Rockne, Wendy Kathleen. A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom.

Degree: EdD, School of Education, 2014, Northeastern University

 Multigenre writing projects originated as a high-interest alternative to traditional essays. The multigenre essay is generally produced in print form. Electronic portfolios, or e-portfolios, have… (more)

Subjects/Keywords: digital tools; English language arts; multigenre writing; PowerPoint; Prezi; writing instruction; Education; Rhetoric and Composition; Secondary Education and Teaching; Composition (Language arts); Study and teaching (Secondary); English language; Composition and exercises; Study and teaching (Secondary); Literary form; Study and teaching (Secondary); Interdisciplinary approach in education; Educational innovations; Portfolios in education; Educational technology

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APA (6th Edition):

Rockne, W. K. (2014). A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018701

Chicago Manual of Style (16th Edition):

Rockne, Wendy Kathleen. “A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom.” 2014. Masters Thesis, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/d20018701.

MLA Handbook (7th Edition):

Rockne, Wendy Kathleen. “A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom.” 2014. Web. 12 Dec 2019.

Vancouver:

Rockne WK. A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/d20018701.

Council of Science Editors:

Rockne WK. A fresh look at writing instruction:: digital multigenre projects in the secondary English language arts classroom. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018701

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