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Dept: Education

You searched for subject:(language arts). Showing records 1 – 30 of 133 total matches.

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1. Gerken, Elaine M. The Implementation of Rubrics to Increase Writing Scores with Secondary Students.

Degree: MAin Education, Education, 2009, Defiance College

 Ten secondary language arts students enrolled in a rural Midwest school participated in this study. The purpose of the study was to determine if using… (more)

Subjects/Keywords: Language Arts; Literacy; language arts; rubrics; secondary; writing

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APA (6th Edition):

Gerken, E. M. (2009). The Implementation of Rubrics to Increase Writing Scores with Secondary Students. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281548950

Chicago Manual of Style (16th Edition):

Gerken, Elaine M. “The Implementation of Rubrics to Increase Writing Scores with Secondary Students.” 2009. Masters Thesis, Defiance College. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281548950.

MLA Handbook (7th Edition):

Gerken, Elaine M. “The Implementation of Rubrics to Increase Writing Scores with Secondary Students.” 2009. Web. 10 Dec 2019.

Vancouver:

Gerken EM. The Implementation of Rubrics to Increase Writing Scores with Secondary Students. [Internet] [Masters thesis]. Defiance College; 2009. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281548950.

Council of Science Editors:

Gerken EM. The Implementation of Rubrics to Increase Writing Scores with Secondary Students. [Masters Thesis]. Defiance College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281548950

2. Vardinakis, Mindie H.C. Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?.

Degree: MAin Education, Education, 2008, Defiance College

 The purpose of this project was to determine if the implementation of studentchoice in a secondary language arts classroom would change or improve students'attitudes toward… (more)

Subjects/Keywords: Language Arts; language arts; secondary; student attitudes; assessment; journaling; student choice

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APA (6th Edition):

Vardinakis, M. H. C. (2008). Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281705744

Chicago Manual of Style (16th Edition):

Vardinakis, Mindie H C. “Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?.” 2008. Masters Thesis, Defiance College. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705744.

MLA Handbook (7th Edition):

Vardinakis, Mindie H C. “Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?.” 2008. Web. 10 Dec 2019.

Vancouver:

Vardinakis MHC. Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?. [Internet] [Masters thesis]. Defiance College; 2008. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281705744.

Council of Science Editors:

Vardinakis MHC. Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?. [Masters Thesis]. Defiance College; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281705744


Rutgers University

3. Roebuck, Christopher D., 1978-. Impact and import of poetry in high school pedagogy: a study of practice and student learning.

Degree: PhD, Education, 2015, Rutgers University

There are several reasons why it is important to teach students to read and write poetry. First, the study of poetry satisfies requirements required by… (more)

Subjects/Keywords: Poetry – Study and teaching; Language arts

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APA (6th Edition):

Roebuck, Christopher D., 1. (2015). Impact and import of poetry in high school pedagogy: a study of practice and student learning. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47569/

Chicago Manual of Style (16th Edition):

Roebuck, Christopher D., 1978-. “Impact and import of poetry in high school pedagogy: a study of practice and student learning.” 2015. Doctoral Dissertation, Rutgers University. Accessed December 10, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/47569/.

MLA Handbook (7th Edition):

Roebuck, Christopher D., 1978-. “Impact and import of poetry in high school pedagogy: a study of practice and student learning.” 2015. Web. 10 Dec 2019.

Vancouver:

Roebuck, Christopher D. 1. Impact and import of poetry in high school pedagogy: a study of practice and student learning. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2019 Dec 10]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47569/.

Council of Science Editors:

Roebuck, Christopher D. 1. Impact and import of poetry in high school pedagogy: a study of practice and student learning. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47569/

4. Suffel, Brent D. Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom.

Degree: MAin Education, Education, 2007, Defiance College

 Nineteen seventh-grade language arts students enrolled in a small Midwestern school participated in the study. Seven participants were female and twelve participants were male. The… (more)

Subjects/Keywords: Language Arts; Reading Instruction; literature circles; discussion groups; language arts; seventh grade; reading comprehension

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APA (6th Edition):

Suffel, B. D. (2007). Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400

Chicago Manual of Style (16th Edition):

Suffel, Brent D. “Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom.” 2007. Masters Thesis, Defiance College. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400.

MLA Handbook (7th Edition):

Suffel, Brent D. “Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom.” 2007. Web. 10 Dec 2019.

Vancouver:

Suffel BD. Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom. [Internet] [Masters thesis]. Defiance College; 2007. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400.

Council of Science Editors:

Suffel BD. Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom. [Masters Thesis]. Defiance College; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400


University of California – Berkeley

5. Wolcott, Timothy Paul. Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad.

Degree: Education, 2010, University of California – Berkeley

 In this study, I provide a discourse analytical and narrative-theoretical examination of four American undergraduate students' interview accounts of study abroad in France. The key… (more)

Subjects/Keywords: Language Arts; Foreign Language Instruction; Language, Linguistics; discourse analysis; international education; study abroad; subjectivity

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APA (6th Edition):

Wolcott, T. P. (2010). Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/84d0q30p

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):

Wolcott, Timothy Paul. “Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad.” 2010. Thesis, University of California – Berkeley. Accessed December 10, 2019. http://www.escholarship.org/uc/item/84d0q30p.

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

MLA Handbook (7th Edition):

Wolcott, Timothy Paul. “Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad.” 2010. Web. 10 Dec 2019.

Vancouver:

Wolcott TP. Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/84d0q30p.

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

Council of Science Editors:

Wolcott TP. Americans in Paris: A Discourse Analysis of Student Accounts of Study Abroad. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/84d0q30p

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

6. Hardware, Shawnee. Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning.

Degree: PhD, Education, 2018, York University

 My four-month research project is the first recorded Jamaican study to explore if and how multiliteracies pedagogy (MLS) paired with sociocultural theory (SCT) can improve… (more)

Subjects/Keywords: English as a second language; Multiliteracies pedagogy; Sociocultural theory; English language learning; Jamaican Language Arts.

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APA (6th Edition):

Hardware, S. (2018). Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35465

Chicago Manual of Style (16th Edition):

Hardware, Shawnee. “Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning.” 2018. Doctoral Dissertation, York University. Accessed December 10, 2019. http://hdl.handle.net/10315/35465.

MLA Handbook (7th Edition):

Hardware, Shawnee. “Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning.” 2018. Web. 10 Dec 2019.

Vancouver:

Hardware S. Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10315/35465.

Council of Science Editors:

Hardware S. Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/35465


University of California – Berkeley

7. Lai, Paul F. Civics English: Integrating Civics in Middle School English Language Arts Teaching.

Degree: Education, 2018, University of California – Berkeley

 English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi,… (more)

Subjects/Keywords: Language arts; Pedagogy; Social sciences education; civic engagement; civics; English Language Arts; language; literacy; social design

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APA (6th Edition):

Lai, P. F. (2018). Civics English: Integrating Civics in Middle School English Language Arts Teaching. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/50192908

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):

Lai, Paul F. “Civics English: Integrating Civics in Middle School English Language Arts Teaching.” 2018. Thesis, University of California – Berkeley. Accessed December 10, 2019. http://www.escholarship.org/uc/item/50192908.

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

MLA Handbook (7th Edition):

Lai, Paul F. “Civics English: Integrating Civics in Middle School English Language Arts Teaching.” 2018. Web. 10 Dec 2019.

Vancouver:

Lai PF. Civics English: Integrating Civics in Middle School English Language Arts Teaching. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/50192908.

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

Council of Science Editors:

Lai PF. Civics English: Integrating Civics in Middle School English Language Arts Teaching. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/50192908

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


University of California – Berkeley

8. Vinall, Kimberly. The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border.

Degree: Education, 2015, University of California – Berkeley

 This dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. Much research… (more)

Subjects/Keywords: Foreign language education; Language arts; Hispanic American studies; applied linguistics; globalization and language studies; language and power; language education; second language acquisition; teaching of Spanish

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APA (6th Edition):

Vinall, K. (2015). The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/66v55087

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):

Vinall, Kimberly. “The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border.” 2015. Thesis, University of California – Berkeley. Accessed December 10, 2019. http://www.escholarship.org/uc/item/66v55087.

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

MLA Handbook (7th Edition):

Vinall, Kimberly. “The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border.” 2015. Web. 10 Dec 2019.

Vancouver:

Vinall K. The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/66v55087.

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

Council of Science Editors:

Vinall K. The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/66v55087

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


Kennesaw State University

9. McClure, Barbara E. Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom.

Degree: Doctor of Education in Secondary Education - English (EdD), Education, 2017, Kennesaw State University

  The purpose of this study was to measure students’ experiences of engagement as conceptualized by flow during a critical literacy unit in a 6th(more)

Subjects/Keywords: critical literacy; middle school; language arts; engagement; flow; Secondary Education

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APA (6th Edition):

McClure, B. E. (2017). Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/eddsmge/1

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):

McClure, Barbara E. “Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom.” 2017. Thesis, Kennesaw State University. Accessed December 10, 2019. https://digitalcommons.kennesaw.edu/eddsmge/1.

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

MLA Handbook (7th Edition):

McClure, Barbara E. “Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom.” 2017. Web. 10 Dec 2019.

Vancouver:

McClure BE. Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Dec 10]. Available from: https://digitalcommons.kennesaw.edu/eddsmge/1.

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

Council of Science Editors:

McClure BE. Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/eddsmge/1

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


Boston University

10. 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 10, 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. 10 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 10]. 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


University of Southern California

11. 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 10, 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. 10 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 10]. 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


Louisiana State University

12. Baker Jr., Richard Allen. The relationship between music and visual arts formal study and academic achievement on the eighth-grade Louisiana Educational Assessment Program (LEAP) test.

Degree: PhD, Education, 2011, Louisiana State University

 The purpose of this study was to examine the policy implications allowing administrators to exempt a student from required arts instruction if the student obtained… (more)

Subjects/Keywords: middle school; grade 8; music education; visual arts education; ANOVA; MANOVA; high stakes test; state education policy; English language arts; mathematics

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

APA (6th Edition):

Baker Jr., R. A. (2011). The relationship between music and visual arts formal study and academic achievement on the eighth-grade Louisiana Educational Assessment Program (LEAP) test. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04052011-202414 ; https://digitalcommons.lsu.edu/gradschool_dissertations/578

Chicago Manual of Style (16th Edition):

Baker Jr., Richard Allen. “The relationship between music and visual arts formal study and academic achievement on the eighth-grade Louisiana Educational Assessment Program (LEAP) test.” 2011. Doctoral Dissertation, Louisiana State University. Accessed December 10, 2019. etd-04052011-202414 ; https://digitalcommons.lsu.edu/gradschool_dissertations/578.

MLA Handbook (7th Edition):

Baker Jr., Richard Allen. “The relationship between music and visual arts formal study and academic achievement on the eighth-grade Louisiana Educational Assessment Program (LEAP) test.” 2011. Web. 10 Dec 2019.

Vancouver:

Baker Jr. RA. The relationship between music and visual arts formal study and academic achievement on the eighth-grade Louisiana Educational Assessment Program (LEAP) test. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Dec 10]. Available from: etd-04052011-202414 ; https://digitalcommons.lsu.edu/gradschool_dissertations/578.

Council of Science Editors:

Baker Jr. RA. The relationship between music and visual arts formal study and academic achievement on the eighth-grade Louisiana Educational Assessment Program (LEAP) test. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-04052011-202414 ; https://digitalcommons.lsu.edu/gradschool_dissertations/578


University of KwaZulu-Natal

13. [No author]. Towards a policy for first language in primary schools : a review of some aspects.

Degree: Education, 1980, University of KwaZulu-Natal

No abstract available. Advisors/Committee Members: Dobie, Bruce A (advisor).

Subjects/Keywords: Education.; Native language and education.; Language arts (Primary)

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APA (6th Edition):

author], [. (1980). Towards a policy for first language in primary schools : a review of some aspects. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3771

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):

author], [No. “Towards a policy for first language in primary schools : a review of some aspects. ” 1980. Thesis, University of KwaZulu-Natal. Accessed December 10, 2019. http://hdl.handle.net/10413/3771.

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

MLA Handbook (7th Edition):

author], [No. “Towards a policy for first language in primary schools : a review of some aspects. ” 1980. Web. 10 Dec 2019.

Vancouver:

author] [. Towards a policy for first language in primary schools : a review of some aspects. [Internet] [Thesis]. University of KwaZulu-Natal; 1980. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10413/3771.

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

Council of Science Editors:

author] [. Towards a policy for first language in primary schools : a review of some aspects. [Thesis]. University of KwaZulu-Natal; 1980. Available from: http://hdl.handle.net/10413/3771

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


Rutgers University

14. Finnegan, Robert J., 1972-. Writing expectations beyond high school: a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations.

Degree: PhD, Education, 2011, Rutgers University

Despite recent policy initiatives to ensure high school accountability through state-mandated testing, New Jersey high school graduates may not be prepared for the challenges of… (more)

Subjects/Keywords: Composition (Language arts); English language – Composition and exercises; High school students – New Jersey; Educational evaluation – New Jersey

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APA (6th Edition):

Finnegan, Robert J., 1. (2011). Writing expectations beyond high school: a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057543

Chicago Manual of Style (16th Edition):

Finnegan, Robert J., 1972-. “Writing expectations beyond high school: a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations.” 2011. Doctoral Dissertation, Rutgers University. Accessed December 10, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057543.

MLA Handbook (7th Edition):

Finnegan, Robert J., 1972-. “Writing expectations beyond high school: a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations.” 2011. Web. 10 Dec 2019.

Vancouver:

Finnegan, Robert J. 1. Writing expectations beyond high school: a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations. [Internet] [Doctoral dissertation]. Rutgers University; 2011. [cited 2019 Dec 10]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057543.

Council of Science Editors:

Finnegan, Robert J. 1. Writing expectations beyond high school: a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations. [Doctoral Dissertation]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057543


California State University – San Bernardino

15. Slocum, Darci Jo. Teaching process writing using computers for intermediate students.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

Subjects/Keywords: Language arts (Middle school) Composition (Language arts) Education  – Data processing; Instructional Media Design

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

APA (6th Edition):

Slocum, D. J. (1997). Teaching process writing using computers for intermediate students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1352

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):

Slocum, Darci Jo. “Teaching process writing using computers for intermediate students.” 1997. Thesis, California State University – San Bernardino. Accessed December 10, 2019. http://scholarworks.lib.csusb.edu/etd-project/1352.

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

MLA Handbook (7th Edition):

Slocum, Darci Jo. “Teaching process writing using computers for intermediate students.” 1997. Web. 10 Dec 2019.

Vancouver:

Slocum DJ. Teaching process writing using computers for intermediate students. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Dec 10]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1352.

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

Council of Science Editors:

Slocum DJ. Teaching process writing using computers for intermediate students. [Thesis]. California State University – San Bernardino; 1997. Available from: http://scholarworks.lib.csusb.edu/etd-project/1352

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


California State University – San Bernardino

16. Slocum, Darci Jo. Teaching process writing using computers for intermediate students.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

Subjects/Keywords: Language arts (Middle school) Composition (Language arts) Education  – Data processing; Instructional Media Design

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

APA (6th Edition):

Slocum, D. J. (1997). Teaching process writing using computers for intermediate students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1373

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):

Slocum, Darci Jo. “Teaching process writing using computers for intermediate students.” 1997. Thesis, California State University – San Bernardino. Accessed December 10, 2019. http://scholarworks.lib.csusb.edu/etd-project/1373.

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

MLA Handbook (7th Edition):

Slocum, Darci Jo. “Teaching process writing using computers for intermediate students.” 1997. Web. 10 Dec 2019.

Vancouver:

Slocum DJ. Teaching process writing using computers for intermediate students. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Dec 10]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1373.

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

Council of Science Editors:

Slocum DJ. Teaching process writing using computers for intermediate students. [Thesis]. California State University – San Bernardino; 1997. Available from: http://scholarworks.lib.csusb.edu/etd-project/1373

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

17. Newby, Jennifer (Jennifer Lynn). A comparative analysis of two English literacy and civics education programs in Oregon.

Degree: PhD, Education, 2013, Oregon State University

 The purpose of this study was to investigate the perspectives of education professionals who manage, coordinate, and instruct in the English Literacy and Civics Education… (more)

Subjects/Keywords: ESL; Language arts (Higher)  – Oregon

…individuals who speak a language other than English. According to the 2010 U.S. Census data… …language other than English in the home (20 percent). Of those 58 million residents, 41… …little to no English language skills. The percentage of non-native English speakers in this… …the state population speaks a language other than English in the home; in New Mexico, 36… …them, the percentage of the U.S. population that speaks a language other than English in the… 

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

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

APA (6th Edition):

Newby, J. (. L. (2013). A comparative analysis of two English literacy and civics education programs in Oregon. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/40252

Chicago Manual of Style (16th Edition):

Newby, Jennifer (Jennifer Lynn). “A comparative analysis of two English literacy and civics education programs in Oregon.” 2013. Doctoral Dissertation, Oregon State University. Accessed December 10, 2019. http://hdl.handle.net/1957/40252.

MLA Handbook (7th Edition):

Newby, Jennifer (Jennifer Lynn). “A comparative analysis of two English literacy and civics education programs in Oregon.” 2013. Web. 10 Dec 2019.

Vancouver:

Newby J(L. A comparative analysis of two English literacy and civics education programs in Oregon. [Internet] [Doctoral dissertation]. Oregon State University; 2013. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1957/40252.

Council of Science Editors:

Newby J(L. A comparative analysis of two English literacy and civics education programs in Oregon. [Doctoral Dissertation]. Oregon State University; 2013. Available from: http://hdl.handle.net/1957/40252


University of California – Irvine

18. Tate, Tamara Powell. Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment.

Degree: Education, 2018, University of California – Irvine

 Given the importance of digital writing in the workforce and in academia (DeVoss, Eidman-Aardahl, & Hicks, 2010), students need to be able to communicate in… (more)

Subjects/Keywords: Education; Language arts; Educational tests & measurements; Assessment; Computer; NAEP; Secondary School; Writing

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

APA (6th Edition):

Tate, T. P. (2018). Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/2fw09463

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):

Tate, Tamara Powell. “Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment.” 2018. Thesis, University of California – Irvine. Accessed December 10, 2019. http://www.escholarship.org/uc/item/2fw09463.

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

MLA Handbook (7th Edition):

Tate, Tamara Powell. “Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment.” 2018. Web. 10 Dec 2019.

Vancouver:

Tate TP. Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/2fw09463.

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

Council of Science Editors:

Tate TP. Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/2fw09463

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


University of Iowa

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

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 December 10, 2019. 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. 10 Dec 2019.

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 2019 Dec 10]. 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


Boston University

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

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 10, 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. 10 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 10]. 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


San Jose State University

21. Douglas, Sara. A Look Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments.

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

  Participation in academic discussions and peer collaboration activities is instrumental to student engagement, motivation, and mastery of course content. These activities also improve 21st… (more)

Subjects/Keywords: 21st century skills; academic discourse; communication; English language arts; interaction; online learning

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

APA (6th Edition):

Douglas, S. (2019). A Look Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.vx3p-waj3 ; https://scholarworks.sjsu.edu/etd_dissertations/29

Chicago Manual of Style (16th Edition):

Douglas, Sara. “A Look Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments.” 2019. Doctoral Dissertation, San Jose State University. Accessed December 10, 2019. https://doi.org/10.31979/etd.vx3p-waj3 ; https://scholarworks.sjsu.edu/etd_dissertations/29.

MLA Handbook (7th Edition):

Douglas, Sara. “A Look Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments.” 2019. Web. 10 Dec 2019.

Vancouver:

Douglas S. A Look Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments. [Internet] [Doctoral dissertation]. San Jose State University; 2019. [cited 2019 Dec 10]. Available from: https://doi.org/10.31979/etd.vx3p-waj3 ; https://scholarworks.sjsu.edu/etd_dissertations/29.

Council of Science Editors:

Douglas S. A Look Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments. [Doctoral Dissertation]. San Jose State University; 2019. Available from: https://doi.org/10.31979/etd.vx3p-waj3 ; https://scholarworks.sjsu.edu/etd_dissertations/29


California State University – San Bernardino

22. Dominick, Mary E. A reading program for reading specialists in primary grades.

Degree: MAin Education, Education, 1991, California State University – San Bernardino

Whole language method.

Subjects/Keywords: Reading (Primary)  – Language experience approach; Language arts (Primary); Education; Reading and Language

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APA (6th Edition):

Dominick, M. E. (1991). A reading program for reading specialists in primary grades. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/728

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):

Dominick, Mary E. “A reading program for reading specialists in primary grades.” 1991. Thesis, California State University – San Bernardino. Accessed December 10, 2019. http://scholarworks.lib.csusb.edu/etd-project/728.

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

MLA Handbook (7th Edition):

Dominick, Mary E. “A reading program for reading specialists in primary grades.” 1991. Web. 10 Dec 2019.

Vancouver:

Dominick ME. A reading program for reading specialists in primary grades. [Internet] [Thesis]. California State University – San Bernardino; 1991. [cited 2019 Dec 10]. Available from: http://scholarworks.lib.csusb.edu/etd-project/728.

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

Council of Science Editors:

Dominick ME. A reading program for reading specialists in primary grades. [Thesis]. California State University – San Bernardino; 1991. Available from: http://scholarworks.lib.csusb.edu/etd-project/728

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


California State University – San Bernardino

23. Miller, Robert John. An innovative approach to grammar instruction in the high school language arts classroom.

Degree: MAin Education, Education, 2007, California State University – San Bernardino

 The purpose of this study was to compare the effects on student writing of two separate approaches to teaching grammar - one traditional, and one… (more)

Subjects/Keywords: Language arts Correlation with content subjects; Composition (Language arts); Interdisciplinary approach in education; Curriculum planning; Composition (Language arts); Curriculum planning; Interdisciplinary approach in education; Language arts Correlation with content subjects.; Education; Reading and Language

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APA (6th Edition):

Miller, R. J. (2007). An innovative approach to grammar instruction in the high school language arts classroom. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3131

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, Robert John. “An innovative approach to grammar instruction in the high school language arts classroom.” 2007. Thesis, California State University – San Bernardino. Accessed December 10, 2019. https://scholarworks.lib.csusb.edu/etd-project/3131.

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

MLA Handbook (7th Edition):

Miller, Robert John. “An innovative approach to grammar instruction in the high school language arts classroom.” 2007. Web. 10 Dec 2019.

Vancouver:

Miller RJ. An innovative approach to grammar instruction in the high school language arts classroom. [Internet] [Thesis]. California State University – San Bernardino; 2007. [cited 2019 Dec 10]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3131.

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

Council of Science Editors:

Miller RJ. An innovative approach to grammar instruction in the high school language arts classroom. [Thesis]. California State University – San Bernardino; 2007. Available from: https://scholarworks.lib.csusb.edu/etd-project/3131

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


California State University – San Bernardino

24. Brown, Barbara Ann. The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

Subjects/Keywords: Language arts (Secondary); Composition (Language arts); Writing; Communication; Academic achievement; Comprehensive examinations; Reading and Language

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APA (6th Edition):

Brown, B. A. (1997). The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1550

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):

Brown, Barbara Ann. “The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students.” 1997. Thesis, California State University – San Bernardino. Accessed December 10, 2019. http://scholarworks.lib.csusb.edu/etd-project/1550.

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

MLA Handbook (7th Edition):

Brown, Barbara Ann. “The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students.” 1997. Web. 10 Dec 2019.

Vancouver:

Brown BA. The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Dec 10]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1550.

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

Council of Science Editors:

Brown BA. The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students. [Thesis]. California State University – San Bernardino; 1997. Available from: http://scholarworks.lib.csusb.edu/etd-project/1550

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


California State University – San Bernardino

25. Ouren, Leslie Serine. Integrating computer software within the Houghton Mifflin Language Arts program.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

This project was created for third grade teachers who use the Houghton Mifflin Language Arts series and want to integrate computer software into their writing curriculum. The website created includes all the writing assignments that the students are to complete and the required software used to complete the assignment.

Subjects/Keywords: Language arts Computer-assisted instruction; Language arts (Primary); Language arts (Primary) Computer programs; Computer-assisted instruction; Web sites Design; Lesson planning; Educational technology; Computer-assisted instruction; Educational technology; Language arts Computer-assisted instruction; Language arts (Primary); Language arts (Primary) Computer programs; Lesson planning; Web sites Design.; Instructional Media Design

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APA (6th Edition):

Ouren, L. S. (2005). Integrating computer software within the Houghton Mifflin Language Arts program. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2918

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):

Ouren, Leslie Serine. “Integrating computer software within the Houghton Mifflin Language Arts program.” 2005. Thesis, California State University – San Bernardino. Accessed December 10, 2019. https://scholarworks.lib.csusb.edu/etd-project/2918.

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

MLA Handbook (7th Edition):

Ouren, Leslie Serine. “Integrating computer software within the Houghton Mifflin Language Arts program.” 2005. Web. 10 Dec 2019.

Vancouver:

Ouren LS. Integrating computer software within the Houghton Mifflin Language Arts program. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Dec 10]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2918.

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

Council of Science Editors:

Ouren LS. Integrating computer software within the Houghton Mifflin Language Arts program. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2918

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


Kennesaw State University

26. Jones, William K. Zine Culture: Identity & Agency Trajectories in an ELA Classroom.

Degree: Doctor of Education in Secondary Education, Education, 2017, Kennesaw State University

  The definition of what is considered literacy is ever changing as is the literacy practices that are welcomed into a classroom space by ELA… (more)

Subjects/Keywords: care ethics; participatory culture; identity and agency negotiation; English language arts; unsanctioned literacy practices; zine; Secondary Education

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APA (6th Edition):

Jones, W. K. (2017). Zine Culture: Identity & Agency Trajectories in an ELA Classroom. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/7

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):

Jones, William K. “Zine Culture: Identity & Agency Trajectories in an ELA Classroom.” 2017. Thesis, Kennesaw State University. Accessed December 10, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/7.

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

MLA Handbook (7th Edition):

Jones, William K. “Zine Culture: Identity & Agency Trajectories in an ELA Classroom.” 2017. Web. 10 Dec 2019.

Vancouver:

Jones WK. Zine Culture: Identity & Agency Trajectories in an ELA Classroom. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Dec 10]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/7.

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

Council of Science Editors:

Jones WK. Zine Culture: Identity & Agency Trajectories in an ELA Classroom. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/7

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


University of KwaZulu-Natal

27. [No author]. Teaching literature for critical thinking in secondary school.

Degree: Education, 2012, University of KwaZulu-Natal

 This dissertation describes critical participatory action research study aimed at developing the capacity of learners to think critically in the context of a classroom in… (more)

Subjects/Keywords: Literature – Study and teaching (Secondary) – South Africa.; Critical thinking – Study and teaching (Secondary) – South Africa.; Language arts (Secondary); Education.

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APA (6th Edition):

author], [. (2012). Teaching literature for critical thinking in secondary school. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9566

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):

author], [No. “Teaching literature for critical thinking in secondary school. ” 2012. Thesis, University of KwaZulu-Natal. Accessed December 10, 2019. http://hdl.handle.net/10413/9566.

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

MLA Handbook (7th Edition):

author], [No. “Teaching literature for critical thinking in secondary school. ” 2012. Web. 10 Dec 2019.

Vancouver:

author] [. Teaching literature for critical thinking in secondary school. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10413/9566.

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

Council of Science Editors:

author] [. Teaching literature for critical thinking in secondary school. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9566

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

28. Alkhamis, Hanan Ibrahim. Implementing iPad apps for elementary language arts students.

Degree: Education, 2014, Eastern Washington University

  "This study was to examine the effectiveness of the implementation of iPads with elementary schools students for learning and teaching of language Arts. This… (more)

Subjects/Keywords: Language arts (Elementary) – Washington (State) – Computer-assisted instruction; Application software; iPad (Computer); Internet in education; Education

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APA (6th Edition):

Alkhamis, H. I. (2014). Implementing iPad apps for elementary language arts students. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/188

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):

Alkhamis, Hanan Ibrahim. “Implementing iPad apps for elementary language arts students.” 2014. Thesis, Eastern Washington University. Accessed December 10, 2019. http://dc.ewu.edu/theses/188.

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

MLA Handbook (7th Edition):

Alkhamis, Hanan Ibrahim. “Implementing iPad apps for elementary language arts students.” 2014. Web. 10 Dec 2019.

Vancouver:

Alkhamis HI. Implementing iPad apps for elementary language arts students. [Internet] [Thesis]. Eastern Washington University; 2014. [cited 2019 Dec 10]. Available from: http://dc.ewu.edu/theses/188.

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

Council of Science Editors:

Alkhamis HI. Implementing iPad apps for elementary language arts students. [Thesis]. Eastern Washington University; 2014. Available from: http://dc.ewu.edu/theses/188

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

29. Burke, Roberta A. The Influence of Rubrics on High School Students' Creative Writing Skills.

Degree: MAin Education, Education, 2003, Defiance College

 Sixteen high school students enrolled in an elective creative writing class of asmall high school located in rural Northwest Ohio participated in this study. The… (more)

Subjects/Keywords: Language Arts; rubrics; creative writing; high school

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

APA (6th Edition):

Burke, R. A. (2003). The Influence of Rubrics on High School Students' Creative Writing Skills. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270

Chicago Manual of Style (16th Edition):

Burke, Roberta A. “The Influence of Rubrics on High School Students' Creative Writing Skills.” 2003. Masters Thesis, Defiance College. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270.

MLA Handbook (7th Edition):

Burke, Roberta A. “The Influence of Rubrics on High School Students' Creative Writing Skills.” 2003. Web. 10 Dec 2019.

Vancouver:

Burke RA. The Influence of Rubrics on High School Students' Creative Writing Skills. [Internet] [Masters thesis]. Defiance College; 2003. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270.

Council of Science Editors:

Burke RA. The Influence of Rubrics on High School Students' Creative Writing Skills. [Masters Thesis]. Defiance College; 2003. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270

30. Dearth, Melissa M. Increasing Student Awareness and Knowledge of Plagiarism.

Degree: MAin Education, Education, 2004, Defiance College

 Forty-six students enrolled in a rural secondary school in the Midwest participated in this study. The purpose of this study was to determine if high… (more)

Subjects/Keywords: Language Arts; plagiarism; secondary school; direct instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dearth, M. M. (2004). Increasing Student Awareness and Knowledge of Plagiarism. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263

Chicago Manual of Style (16th Edition):

Dearth, Melissa M. “Increasing Student Awareness and Knowledge of Plagiarism.” 2004. Masters Thesis, Defiance College. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263.

MLA Handbook (7th Edition):

Dearth, Melissa M. “Increasing Student Awareness and Knowledge of Plagiarism.” 2004. Web. 10 Dec 2019.

Vancouver:

Dearth MM. Increasing Student Awareness and Knowledge of Plagiarism. [Internet] [Masters thesis]. Defiance College; 2004. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263.

Council of Science Editors:

Dearth MM. Increasing Student Awareness and Knowledge of Plagiarism. [Masters Thesis]. Defiance College; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263

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