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University: SUNY College at Brockport

You searched for subject:(language arts). Showing records 1 – 30 of 33 total matches.

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SUNY College at Brockport

1. Parks, Gregory M. Sports Literature for Struggling Secondary Readers.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  Exploring the topic of how to "hook" struggling readers at the secondary level. For many boys who struggle with reading, engaging them in sports… (more)

Subjects/Keywords: sports; liturature; English Language Arts; school; Education; Educational Methods

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APA (6th Edition):

Parks, G. M. (2013). Sports Literature for Struggling Secondary Readers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/215

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):

Parks, Gregory M. “Sports Literature for Struggling Secondary Readers.” 2013. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/215.

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

MLA Handbook (7th Edition):

Parks, Gregory M. “Sports Literature for Struggling Secondary Readers.” 2013. Web. 10 Dec 2019.

Vancouver:

Parks GM. Sports Literature for Struggling Secondary Readers. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/215.

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

Council of Science Editors:

Parks GM. Sports Literature for Struggling Secondary Readers. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/215

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


SUNY College at Brockport

2. Wolbert, Susan Michelle. Strategies for Teaching Literacy.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  How do students learn to read and spell? How do they best construct meaning from literacy lessons? This study discusses a balanced approach to… (more)

Subjects/Keywords: language arts; literacy instruction; elementary education; Education; Elementary Education and Teaching

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APA (6th Edition):

Wolbert, S. M. (2009). Strategies for Teaching Literacy. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/229

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):

Wolbert, Susan Michelle. “Strategies for Teaching Literacy.” 2009. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/229.

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

MLA Handbook (7th Edition):

Wolbert, Susan Michelle. “Strategies for Teaching Literacy.” 2009. Web. 10 Dec 2019.

Vancouver:

Wolbert SM. Strategies for Teaching Literacy. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/229.

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

Council of Science Editors:

Wolbert SM. Strategies for Teaching Literacy. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/229

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


SUNY College at Brockport

3. Hovey, Rachel. Exploring Technology in English Language Arts.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  This research explored the use of technology within the English Language Arts block. The purpose of this research study was to utilize different digital… (more)

Subjects/Keywords: Technology; Digital tools; Students; English Language Arts; Education

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APA (6th Edition):

Hovey, R. (2017). Exploring Technology in English Language Arts. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/756

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):

Hovey, Rachel. “Exploring Technology in English Language Arts.” 2017. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/756.

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

MLA Handbook (7th Edition):

Hovey, Rachel. “Exploring Technology in English Language Arts.” 2017. Web. 10 Dec 2019.

Vancouver:

Hovey R. Exploring Technology in English Language Arts. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/756.

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

Council of Science Editors:

Hovey R. Exploring Technology in English Language Arts. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/756

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


SUNY College at Brockport

4. Formato, Sean. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  Despite the fact that schools demand character education, very little in terms of resources is devoted to infusing social justice into the ELA curriculum.… (more)

Subjects/Keywords: social justice; equity; english language arts; empathy; democratic education; Education

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APA (6th Edition):

Formato, S. (2019). Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1222

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):

Formato, Sean. “Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.” 2019. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/1222.

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

MLA Handbook (7th Edition):

Formato, Sean. “Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.” 2019. Web. 10 Dec 2019.

Vancouver:

Formato S. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1222.

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

Council of Science Editors:

Formato S. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1222

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


SUNY College at Brockport

5. Barkin, Carole A. First Grade Teachers' Literacy Instructional Practices Influence on the Learning of Elementary School Students in English Language Arts (ELA) and Reading.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  This qualitative case study investigated the literacy educational practices of five general education first grade teachers in a charter school in Western New York.… (more)

Subjects/Keywords: literacy; elementary; reading; English Language Arts; arts integration; technology; Art Education; Early Childhood Education; Education; Elementary Education

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APA (6th Edition):

Barkin, C. A. (2017). First Grade Teachers' Literacy Instructional Practices Influence on the Learning of Elementary School Students in English Language Arts (ELA) and Reading. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/748

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):

Barkin, Carole A. “First Grade Teachers' Literacy Instructional Practices Influence on the Learning of Elementary School Students in English Language Arts (ELA) and Reading.” 2017. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/748.

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

MLA Handbook (7th Edition):

Barkin, Carole A. “First Grade Teachers' Literacy Instructional Practices Influence on the Learning of Elementary School Students in English Language Arts (ELA) and Reading.” 2017. Web. 10 Dec 2019.

Vancouver:

Barkin CA. First Grade Teachers' Literacy Instructional Practices Influence on the Learning of Elementary School Students in English Language Arts (ELA) and Reading. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/748.

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

Council of Science Editors:

Barkin CA. First Grade Teachers' Literacy Instructional Practices Influence on the Learning of Elementary School Students in English Language Arts (ELA) and Reading. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/748

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


SUNY College at Brockport

6. Flood, Jessica L. Interactive Whiteboards: Implications for K-2 Literacy Instruction.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  The purpose of my study was to describe the implications whiteboards have on literacy instruction in K-2 literacy environments through examining the following questions.… (more)

Subjects/Keywords: THESIS 1890; Brockport Thesis Collection; Education; Interactive whiteboards; primary education; language arts; Education

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

APA (6th Edition):

Flood, J. L. (2009). Interactive Whiteboards: Implications for K-2 Literacy Instruction. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/98

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):

Flood, Jessica L. “Interactive Whiteboards: Implications for K-2 Literacy Instruction.” 2009. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/98.

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

MLA Handbook (7th Edition):

Flood, Jessica L. “Interactive Whiteboards: Implications for K-2 Literacy Instruction.” 2009. Web. 10 Dec 2019.

Vancouver:

Flood JL. Interactive Whiteboards: Implications for K-2 Literacy Instruction. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/98.

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

Council of Science Editors:

Flood JL. Interactive Whiteboards: Implications for K-2 Literacy Instruction. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/98

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


SUNY College at Brockport

7. O'Neill, Jerome James. Effective Approaches for Teaching Revision.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Beyond the grammatical slip, punctuation error, or misspelled word, revision is a fundamental skill that resides at the very heart of the writing and… (more)

Subjects/Keywords: language arts; secondary education; revision; teaching; writing skills; composition; Education; Secondary Education and Teaching

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APA (6th Edition):

O'Neill, J. J. (2008). Effective Approaches for Teaching Revision. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/236

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):

O'Neill, Jerome James. “Effective Approaches for Teaching Revision.” 2008. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/236.

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

MLA Handbook (7th Edition):

O'Neill, Jerome James. “Effective Approaches for Teaching Revision.” 2008. Web. 10 Dec 2019.

Vancouver:

O'Neill JJ. Effective Approaches for Teaching Revision. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/236.

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

Council of Science Editors:

O'Neill JJ. Effective Approaches for Teaching Revision. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/236

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


SUNY College at Brockport

8. Hoffman, John F. The Influence of the Reading First Grant Program on English Language Arts Classrooms.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  This thesis reviews research on Reading First (RF), a federal grant program instituted under No Child Left Behind to improve reading instruction in grades… (more)

Subjects/Keywords: Reading First; English Language Arts; Federal Education Policy; No Child Left Behind; Education

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

APA (6th Edition):

Hoffman, J. F. (2013). The Influence of the Reading First Grant Program on English Language Arts Classrooms. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/293

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):

Hoffman, John F. “The Influence of the Reading First Grant Program on English Language Arts Classrooms.” 2013. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/293.

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

MLA Handbook (7th Edition):

Hoffman, John F. “The Influence of the Reading First Grant Program on English Language Arts Classrooms.” 2013. Web. 10 Dec 2019.

Vancouver:

Hoffman JF. The Influence of the Reading First Grant Program on English Language Arts Classrooms. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/293.

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

Council of Science Editors:

Hoffman JF. The Influence of the Reading First Grant Program on English Language Arts Classrooms. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/293

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


SUNY College at Brockport

9. Brown, Samantha S. Talk within Literature Circles in an 8th Grade ELA Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which… (more)

Subjects/Keywords: Literature Circles; English Language Arts; Talk; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, S. S. (2014). Talk within Literature Circles in an 8th Grade ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/390

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, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/390.

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

MLA Handbook (7th Edition):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Web. 10 Dec 2019.

Vancouver:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/390.

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

Council of Science Editors:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/390

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


SUNY College at Brockport

10. Budziszewski, Shelly Sue. RTI Implementation and Differentiation for Primary School English Language Learners.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  This paper explores how one English as a Second Language (ESL) teacher assistant implemented RTI scripted ELA interventions at the primary (K–2) level. Using… (more)

Subjects/Keywords: RTI (Response to Intervention); ELA (English Language Arts); ELL (English Language Learner); ESL (English as a Second Language); intervention; phoneme (or phonemic) awareness; modification; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Budziszewski, S. S. (2012). RTI Implementation and Differentiation for Primary School English Language Learners. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/154

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):

Budziszewski, Shelly Sue. “RTI Implementation and Differentiation for Primary School English Language Learners.” 2012. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/154.

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

MLA Handbook (7th Edition):

Budziszewski, Shelly Sue. “RTI Implementation and Differentiation for Primary School English Language Learners.” 2012. Web. 10 Dec 2019.

Vancouver:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/154.

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

Council of Science Editors:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/154

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


SUNY College at Brockport

11. Serrano, Adrializ. The Importance of the Implementation and Learning of Spanish Language Arts.

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

  In the United States, there are “roughly about 54 million” people who are Hispanic or of Hispanic heritage (Hispanic or Latino Populations, 2015). Of… (more)

Subjects/Keywords: Bilingual Education; SLA; Spanish Language Arts; Spanish; Common Core; Language Arts; Dual Language; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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

APA (6th Edition):

Serrano, A. (2016). The Importance of the Implementation and Learning of Spanish Language Arts. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/639

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):

Serrano, Adrializ. “The Importance of the Implementation and Learning of Spanish Language Arts.” 2016. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/639.

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

MLA Handbook (7th Edition):

Serrano, Adrializ. “The Importance of the Implementation and Learning of Spanish Language Arts.” 2016. Web. 10 Dec 2019.

Vancouver:

Serrano A. The Importance of the Implementation and Learning of Spanish Language Arts. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/639.

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

Council of Science Editors:

Serrano A. The Importance of the Implementation and Learning of Spanish Language Arts. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/639

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


SUNY College at Brockport

12. Roods, Charles C. A Study of the Correlation between 8th Grade Students’ Self-Concept toward English-Language Arts Skills and their Performance on a Standardized Test.

Degree: MSEd, Education and Human Development, 2002, SUNY College at Brockport

  The purpose of this study was to determine if there is a statistically significant correlation between academic self-concept and performance in the subset areas… (more)

Subjects/Keywords: Terra Nova; English-Language Arts; self-concept; student performance; standardized assessment; language arts skills; Education; Language and Literacy Education; Secondary Education

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

APA (6th Edition):

Roods, C. C. (2002). A Study of the Correlation between 8th Grade Students’ Self-Concept toward English-Language Arts Skills and their Performance on a Standardized Test. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1158

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):

Roods, Charles C. “A Study of the Correlation between 8th Grade Students’ Self-Concept toward English-Language Arts Skills and their Performance on a Standardized Test.” 2002. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/1158.

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

MLA Handbook (7th Edition):

Roods, Charles C. “A Study of the Correlation between 8th Grade Students’ Self-Concept toward English-Language Arts Skills and their Performance on a Standardized Test.” 2002. Web. 10 Dec 2019.

Vancouver:

Roods CC. A Study of the Correlation between 8th Grade Students’ Self-Concept toward English-Language Arts Skills and their Performance on a Standardized Test. [Internet] [Thesis]. SUNY College at Brockport; 2002. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1158.

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

Council of Science Editors:

Roods CC. A Study of the Correlation between 8th Grade Students’ Self-Concept toward English-Language Arts Skills and their Performance on a Standardized Test. [Thesis]. SUNY College at Brockport; 2002. Available from: https://digitalcommons.brockport.edu/ehd_theses/1158

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


SUNY College at Brockport

13. Yockel, Roland J, II. Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies.

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

  Social studies is one of the four core content areas in the elementary curriculum. With the current climate of standardized testing and the Common… (more)

Subjects/Keywords: marginalization; elementary social studies; integration; English Language Arts; Instruction time; Curriculum and Instruction; Education; Elementary Education and Teaching

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APA (6th Edition):

Yockel, Roland J, I. (2016). Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/687

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):

Yockel, Roland J, II. “Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies.” 2016. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/687.

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

MLA Handbook (7th Edition):

Yockel, Roland J, II. “Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies.” 2016. Web. 10 Dec 2019.

Vancouver:

Yockel, Roland J I. Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/687.

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

Council of Science Editors:

Yockel, Roland J I. Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/687

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

14. Krencik, Maureen. The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  Literacy acquisition does not begin with the onset of formal instruction in schools. Exposure to all aspects of literacy (reading, writing, speaking, listening, and… (more)

Subjects/Keywords: language arts; language acquisition; early childhood; case study; Education

Language Arts and Literacy, adopted on July 19, 2010 divides the standards into four strands… …speaking, listening, and language) in the home literacy environment before school-age can… …to examine how one emergent learner's language related to past experiences changed… …and objects can int1uence an emergent learner's language development related to past… …which are: reading, writing, speaking and listening, and language. However, they state that… 

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

APA (6th Edition):

Krencik, M. (2012). The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/212

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):

Krencik, Maureen. “The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old.” 2012. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/212.

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

MLA Handbook (7th Edition):

Krencik, Maureen. “The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old.” 2012. Web. 10 Dec 2019.

Vancouver:

Krencik M. The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/212.

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

Council of Science Editors:

Krencik M. The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/212

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


SUNY College at Brockport

15. Robinson, Marjorie Oster. Investigation of Teaching Strategies Used in First Grade Classrooms that could be Applied in Physical Education to Support the Development of Literacy Skills.

Degree: MSEd, Kinesiology, Sport Studies and Physical Education, 2003, SUNY College at Brockport

  This thesis focuses on strategies used to teach first graders literacy skills that could be implemented in a physical education program that would benefit… (more)

Subjects/Keywords: Physical education; language arts; language arts/physical education integration; education strategy; wholistic education; Education; Health and Physical Education; Language and Literacy Education

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APA (6th Edition):

Robinson, M. O. (2003). Investigation of Teaching Strategies Used in First Grade Classrooms that could be Applied in Physical Education to Support the Development of Literacy Skills. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/pes_theses/73

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

Chicago Manual of Style (16th Edition):

Robinson, Marjorie Oster. “Investigation of Teaching Strategies Used in First Grade Classrooms that could be Applied in Physical Education to Support the Development of Literacy Skills.” 2003. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/pes_theses/73.

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

MLA Handbook (7th Edition):

Robinson, Marjorie Oster. “Investigation of Teaching Strategies Used in First Grade Classrooms that could be Applied in Physical Education to Support the Development of Literacy Skills.” 2003. Web. 10 Dec 2019.

Vancouver:

Robinson MO. Investigation of Teaching Strategies Used in First Grade Classrooms that could be Applied in Physical Education to Support the Development of Literacy Skills. [Internet] [Thesis]. SUNY College at Brockport; 2003. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/pes_theses/73.

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

Council of Science Editors:

Robinson MO. Investigation of Teaching Strategies Used in First Grade Classrooms that could be Applied in Physical Education to Support the Development of Literacy Skills. [Thesis]. SUNY College at Brockport; 2003. Available from: https://digitalcommons.brockport.edu/pes_theses/73

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


SUNY College at Brockport

16. Armani, Audrey. Reading as Prewriting: The Effect of the use of Literature on Writing.

Degree: MSEd, Education and Human Development, 1994, SUNY College at Brockport

The purpose of this study was to examine the effect of the use of literature on the quality of students' writing.

Subjects/Keywords: THESIS 941; Brockport Thesis Collection; Education; primary writing; language arts; Education

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APA (6th Edition):

Armani, A. (1994). Reading as Prewriting: The Effect of the use of Literature on Writing. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/91

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):

Armani, Audrey. “Reading as Prewriting: The Effect of the use of Literature on Writing.” 1994. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/91.

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

MLA Handbook (7th Edition):

Armani, Audrey. “Reading as Prewriting: The Effect of the use of Literature on Writing.” 1994. Web. 10 Dec 2019.

Vancouver:

Armani A. Reading as Prewriting: The Effect of the use of Literature on Writing. [Internet] [Thesis]. SUNY College at Brockport; 1994. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/91.

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

Council of Science Editors:

Armani A. Reading as Prewriting: The Effect of the use of Literature on Writing. [Thesis]. SUNY College at Brockport; 1994. Available from: https://digitalcommons.brockport.edu/ehd_theses/91

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


SUNY College at Brockport

17. Perkins, Bonnie R. Art and Literacy : A Study of Young Children's Art in the Development of Their Literacy.

Degree: MSEd, Education and Human Development, 1989, SUNY College at Brockport

  This study was designed to examine young children's art in the development of their literacy. Twenty children, involved in a literature-based art program, were… (more)

Subjects/Keywords: elementary education; language arts; art in education; literacy; Education; Elementary Education and Teaching

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APA (6th Edition):

Perkins, B. R. (1989). Art and Literacy : A Study of Young Children's Art in the Development of Their Literacy. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/232

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):

Perkins, Bonnie R. “Art and Literacy : A Study of Young Children's Art in the Development of Their Literacy.” 1989. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/232.

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

MLA Handbook (7th Edition):

Perkins, Bonnie R. “Art and Literacy : A Study of Young Children's Art in the Development of Their Literacy.” 1989. Web. 10 Dec 2019.

Vancouver:

Perkins BR. Art and Literacy : A Study of Young Children's Art in the Development of Their Literacy. [Internet] [Thesis]. SUNY College at Brockport; 1989. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/232.

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

Council of Science Editors:

Perkins BR. Art and Literacy : A Study of Young Children's Art in the Development of Their Literacy. [Thesis]. SUNY College at Brockport; 1989. Available from: https://digitalcommons.brockport.edu/ehd_theses/232

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


SUNY College at Brockport

18. Martin, Amanda. Analyzing the Impact of the Interactive White board on Reading Comprehension.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  Reading is both an academic necessity and cross curricular activity. Students who struggle with reading and comprehension experience frustration – not just while in… (more)

Subjects/Keywords: SMARTBoard; IWB; National Reading Board; classroom technology; English Language Arts; middle school students; reading comprehension; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Martin, A. (2010). Analyzing the Impact of the Interactive White board on Reading Comprehension. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/243

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):

Martin, Amanda. “Analyzing the Impact of the Interactive White board on Reading Comprehension.” 2010. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/243.

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

MLA Handbook (7th Edition):

Martin, Amanda. “Analyzing the Impact of the Interactive White board on Reading Comprehension.” 2010. Web. 10 Dec 2019.

Vancouver:

Martin A. Analyzing the Impact of the Interactive White board on Reading Comprehension. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/243.

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

Council of Science Editors:

Martin A. Analyzing the Impact of the Interactive White board on Reading Comprehension. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/243

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


SUNY College at Brockport

19. Monin, Christan M. Addressing the Reader in Charlotte Bronte's Novels: Jane Eyre, Vilette, and The Professor.

Degree: MA, English, 2010, SUNY College at Brockport

  Charlotte Bronte' s use of direct address in three of her novels, Jane Eyre, Villette, and The Professor is fundamental for each character' s… (more)

Subjects/Keywords: Charlotte Bronte; character development; Jane Eyre; Lucy Snowe; William Crimsworth; Jane Eyre; Villette; The Professor; Arts and Humanities; English Language and Literature

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APA (6th Edition):

Monin, C. M. (2010). Addressing the Reader in Charlotte Bronte's Novels: Jane Eyre, Vilette, and The Professor. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/eng_theses/26

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):

Monin, Christan M. “Addressing the Reader in Charlotte Bronte's Novels: Jane Eyre, Vilette, and The Professor.” 2010. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/eng_theses/26.

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

MLA Handbook (7th Edition):

Monin, Christan M. “Addressing the Reader in Charlotte Bronte's Novels: Jane Eyre, Vilette, and The Professor.” 2010. Web. 10 Dec 2019.

Vancouver:

Monin CM. Addressing the Reader in Charlotte Bronte's Novels: Jane Eyre, Vilette, and The Professor. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/eng_theses/26.

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

Council of Science Editors:

Monin CM. Addressing the Reader in Charlotte Bronte's Novels: Jane Eyre, Vilette, and The Professor. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/eng_theses/26

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


SUNY College at Brockport

20. Marconi, Sheila M. Effects of Interactive Writing on Student Writing Achievement in a Primary Classroom.

Degree: MSEd, Education and Human Development, 2002, SUNY College at Brockport

  This study looked at the effective of the interactive writing technique on primary teachers and their students over a six-month period. The study consisted… (more)

Subjects/Keywords: literacy; language arts; writing; composition; elementary education; Education; Elementary Education and Teaching

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APA (6th Edition):

Marconi, S. M. (2002). Effects of Interactive Writing on Student Writing Achievement in a Primary Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/452

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):

Marconi, Sheila M. “Effects of Interactive Writing on Student Writing Achievement in a Primary Classroom.” 2002. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/452.

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

MLA Handbook (7th Edition):

Marconi, Sheila M. “Effects of Interactive Writing on Student Writing Achievement in a Primary Classroom.” 2002. Web. 10 Dec 2019.

Vancouver:

Marconi SM. Effects of Interactive Writing on Student Writing Achievement in a Primary Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2002. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/452.

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

Council of Science Editors:

Marconi SM. Effects of Interactive Writing on Student Writing Achievement in a Primary Classroom. [Thesis]. SUNY College at Brockport; 2002. Available from: https://digitalcommons.brockport.edu/ehd_theses/452

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


SUNY College at Brockport

21. Wuethrich, Eileen J. Creativity in the Journal Writings of Academically Able Students.

Degree: MSEd, Education and Human Development, 1987, SUNY College at Brockport

  The purpose of this study was to investigate the use of certain creativity components in the cumulative writing samples of academically able students. Twenty-four… (more)

Subjects/Keywords: elementary education; language arts; creativity; fluency; Education; Elementary Education and Teaching

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APA (6th Edition):

Wuethrich, E. J. (1987). Creativity in the Journal Writings of Academically Able Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/512

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):

Wuethrich, Eileen J. “Creativity in the Journal Writings of Academically Able Students.” 1987. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/512.

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

MLA Handbook (7th Edition):

Wuethrich, Eileen J. “Creativity in the Journal Writings of Academically Able Students.” 1987. Web. 10 Dec 2019.

Vancouver:

Wuethrich EJ. Creativity in the Journal Writings of Academically Able Students. [Internet] [Thesis]. SUNY College at Brockport; 1987. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/512.

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

Council of Science Editors:

Wuethrich EJ. Creativity in the Journal Writings of Academically Able Students. [Thesis]. SUNY College at Brockport; 1987. Available from: https://digitalcommons.brockport.edu/ehd_theses/512

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


SUNY College at Brockport

22. Ekas, Shannon. Contemporary Strategies for the 21st Century Curriculum and Modern Student in English Language Arts.

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

  The 21st century has significantly changed socially, economically, and naturally from previous centuries. This affects every aspect of life, especially major aspects of life… (more)

Subjects/Keywords: Modern Teaching; English Language Arts; Culturally-Responsive Teaching; Student-Centered Teaching; Academic Technology; Literacy Strategies; Contemporary Strategies; Student Engagement; College and Career Readiness.; Curriculum and Instruction; Education; Educational Methods

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APA (6th Edition):

Ekas, S. (2016). Contemporary Strategies for the 21st Century Curriculum and Modern Student in English Language Arts. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/688

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):

Ekas, Shannon. “Contemporary Strategies for the 21st Century Curriculum and Modern Student in English Language Arts.” 2016. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/688.

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

MLA Handbook (7th Edition):

Ekas, Shannon. “Contemporary Strategies for the 21st Century Curriculum and Modern Student in English Language Arts.” 2016. Web. 10 Dec 2019.

Vancouver:

Ekas S. Contemporary Strategies for the 21st Century Curriculum and Modern Student in English Language Arts. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/688.

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

Council of Science Editors:

Ekas S. Contemporary Strategies for the 21st Century Curriculum and Modern Student in English Language Arts. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/688

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


SUNY College at Brockport

23. Rodger, Harvey. Instructional Units for the Teaching of Composition in the Eighth Grade.

Degree: MSEd, Education and Human Development, 1962, SUNY College at Brockport

  Teachers enhance their students’ learning when they relate classroom activities to students’ interests and lives. In this paper, the author presents a series of… (more)

Subjects/Keywords: Writing instruction; composition; unit-based instruction; student interest; language arts; Curriculum and Instruction; Education; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Rodger, H. (1962). Instructional Units for the Teaching of Composition in the Eighth Grade. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/910

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):

Rodger, Harvey. “Instructional Units for the Teaching of Composition in the Eighth Grade.” 1962. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/910.

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

MLA Handbook (7th Edition):

Rodger, Harvey. “Instructional Units for the Teaching of Composition in the Eighth Grade.” 1962. Web. 10 Dec 2019.

Vancouver:

Rodger H. Instructional Units for the Teaching of Composition in the Eighth Grade. [Internet] [Thesis]. SUNY College at Brockport; 1962. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/910.

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

Council of Science Editors:

Rodger H. Instructional Units for the Teaching of Composition in the Eighth Grade. [Thesis]. SUNY College at Brockport; 1962. Available from: https://digitalcommons.brockport.edu/ehd_theses/910

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


SUNY College at Brockport

24. Maier, Virginia W. Impact of the Impressions Program and Whole Language on Third Graders in the Hilton Central School District.

Degree: MSEd, Education and Human Development, 1987, SUNY College at Brockport

  The purpose of this thesis is to determine if there is any statistically significant advantage manifested as a result of the use of the… (more)

Subjects/Keywords: THESIS 606; Brockport Thesis Collection; Education; Language experience approach in education; primary reading; language arts; Education

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APA (6th Edition):

Maier, V. W. (1987). Impact of the Impressions Program and Whole Language on Third Graders in the Hilton Central School District. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/88

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):

Maier, Virginia W. “Impact of the Impressions Program and Whole Language on Third Graders in the Hilton Central School District.” 1987. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/88.

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

MLA Handbook (7th Edition):

Maier, Virginia W. “Impact of the Impressions Program and Whole Language on Third Graders in the Hilton Central School District.” 1987. Web. 10 Dec 2019.

Vancouver:

Maier VW. Impact of the Impressions Program and Whole Language on Third Graders in the Hilton Central School District. [Internet] [Thesis]. SUNY College at Brockport; 1987. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/88.

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

Council of Science Editors:

Maier VW. Impact of the Impressions Program and Whole Language on Third Graders in the Hilton Central School District. [Thesis]. SUNY College at Brockport; 1987. Available from: https://digitalcommons.brockport.edu/ehd_theses/88

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


SUNY College at Brockport

25. Shafer, Annette R. A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers.

Degree: MSEd, Education and Human Development, 1991, SUNY College at Brockport

  Children learn to write at an early age, however, many children do not enjoy writing as an activity. This masters’ thesis investigates students’ opinions… (more)

Subjects/Keywords: Writing education; language arts; writing attitude; surburban education; writing activity; writing attitude scale; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Shafer, A. R. (1991). A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/844

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):

Shafer, Annette R. “A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers.” 1991. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/844.

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

MLA Handbook (7th Edition):

Shafer, Annette R. “A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers.” 1991. Web. 10 Dec 2019.

Vancouver:

Shafer AR. A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers. [Internet] [Thesis]. SUNY College at Brockport; 1991. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/844.

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

Council of Science Editors:

Shafer AR. A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers. [Thesis]. SUNY College at Brockport; 1991. Available from: https://digitalcommons.brockport.edu/ehd_theses/844

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


SUNY College at Brockport

26. Shafer, Suzanne R. Deaf Students’ Metacognitive Awareness of the Reading Process and the Characteristics They Feel are Inherent in Proficient Readers.

Degree: MSEd, Education and Human Development, 1996, SUNY College at Brockport

  This study was conducted to gain insight into deaf students' awareness of the skills and strategies they utilize during the reading process and those… (more)

Subjects/Keywords: Deaf education; reading process; reading proficiency; Index of Reading Awareness (IRA); vocabulary; language arts; Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Shafer, S. R. (1996). Deaf Students’ Metacognitive Awareness of the Reading Process and the Characteristics They Feel are Inherent in Proficient Readers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1172

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):

Shafer, Suzanne R. “Deaf Students’ Metacognitive Awareness of the Reading Process and the Characteristics They Feel are Inherent in Proficient Readers.” 1996. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/1172.

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

MLA Handbook (7th Edition):

Shafer, Suzanne R. “Deaf Students’ Metacognitive Awareness of the Reading Process and the Characteristics They Feel are Inherent in Proficient Readers.” 1996. Web. 10 Dec 2019.

Vancouver:

Shafer SR. Deaf Students’ Metacognitive Awareness of the Reading Process and the Characteristics They Feel are Inherent in Proficient Readers. [Internet] [Thesis]. SUNY College at Brockport; 1996. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1172.

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

Council of Science Editors:

Shafer SR. Deaf Students’ Metacognitive Awareness of the Reading Process and the Characteristics They Feel are Inherent in Proficient Readers. [Thesis]. SUNY College at Brockport; 1996. Available from: https://digitalcommons.brockport.edu/ehd_theses/1172

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


SUNY College at Brockport

27. Schultz, Jessica P. The Effect of Reading and Social Studies Integration on Content Knowledge and Vocabulary.

Degree: MSEd, Education and Human Development, 2003, SUNY College at Brockport

  The purpose of this study was to determine if the integration of reading in the content area would improve students' vocabulary and content knowledge… (more)

Subjects/Keywords: Vocabulary; content knowledge; content area literacy; language arts; social studies; education methods; Curriculum and Instruction; Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Schultz, J. P. (2003). The Effect of Reading and Social Studies Integration on Content Knowledge and Vocabulary. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/842

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):

Schultz, Jessica P. “The Effect of Reading and Social Studies Integration on Content Knowledge and Vocabulary.” 2003. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/842.

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

MLA Handbook (7th Edition):

Schultz, Jessica P. “The Effect of Reading and Social Studies Integration on Content Knowledge and Vocabulary.” 2003. Web. 10 Dec 2019.

Vancouver:

Schultz JP. The Effect of Reading and Social Studies Integration on Content Knowledge and Vocabulary. [Internet] [Thesis]. SUNY College at Brockport; 2003. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/842.

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

Council of Science Editors:

Schultz JP. The Effect of Reading and Social Studies Integration on Content Knowledge and Vocabulary. [Thesis]. SUNY College at Brockport; 2003. Available from: https://digitalcommons.brockport.edu/ehd_theses/842

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


SUNY College at Brockport

28. Peperato, Patricia A. The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity.

Degree: MA, English, 2006, SUNY College at Brockport

  "The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity," posits that although both authors have been considered pessimists and… (more)

Subjects/Keywords: Mark Twain; Kurt Vonnegut; criticism; interpretation; humanity; Arts and Humanities; English Language and Literature

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APA (6th Edition):

Peperato, P. A. (2006). The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/eng_theses/38

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):

Peperato, Patricia A. “The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity.” 2006. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/eng_theses/38.

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

MLA Handbook (7th Edition):

Peperato, Patricia A. “The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity.” 2006. Web. 10 Dec 2019.

Vancouver:

Peperato PA. The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity. [Internet] [Thesis]. SUNY College at Brockport; 2006. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/eng_theses/38.

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

Council of Science Editors:

Peperato PA. The Inspiration to Activism: Mark Twain and Kurt Vonnegut as Hopeful Critics of Humanity. [Thesis]. SUNY College at Brockport; 2006. Available from: https://digitalcommons.brockport.edu/eng_theses/38

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


SUNY College at Brockport

29. Gahagan, Sarah. Using Various Strategies to Increase Reading Comprehension.

Degree: MSEd, Education and Human Development, 2007, SUNY College at Brockport

  Reading is more than knowing how to sound out the words. It also entails comprehension and meaning, making connections with prior knowledge and learning.… (more)

Subjects/Keywords: middle school education; reading comprehension; building fluency; English Language Arts (ELA); Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Gahagan, S. (2007). Using Various Strategies to Increase Reading Comprehension. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/471

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):

Gahagan, Sarah. “Using Various Strategies to Increase Reading Comprehension.” 2007. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/471.

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

MLA Handbook (7th Edition):

Gahagan, Sarah. “Using Various Strategies to Increase Reading Comprehension.” 2007. Web. 10 Dec 2019.

Vancouver:

Gahagan S. Using Various Strategies to Increase Reading Comprehension. [Internet] [Thesis]. SUNY College at Brockport; 2007. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/471.

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

Council of Science Editors:

Gahagan S. Using Various Strategies to Increase Reading Comprehension. [Thesis]. SUNY College at Brockport; 2007. Available from: https://digitalcommons.brockport.edu/ehd_theses/471

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

30. Smith, Aaron M. Multimodal Literacy in the English/Language Arts Classroom: Meeting Standards and Remaining Relevant in the 21st Century.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  Teachers have long been experimenting with the incorporation of technology, media literacy, and multimodal literacy in the English/Language Arts classroom. However, the recent adoption… (more)

Subjects/Keywords: multimodal literacy; media literacy; new literacies; technology; English/Language Arts education; lesson plans; Curriculum and Instruction; Education

Language Arts classrooms is the focus of the research compiled in this synthesis. Of the twelve… …in English/Language Arts curriculum. Another focus of these studies is teacher efficacy in… …bachelor’s degree in the content. Many English/Language Arts teachers have no formal training in… …of incorporating multimodal literacy education into an English/Language Arts classroom… …incorporation of these various multimodal literacy practices into English/Language Arts classrooms… 

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

APA (6th Edition):

Smith, A. M. (2014). Multimodal Literacy in the English/Language Arts Classroom: Meeting Standards and Remaining Relevant in the 21st Century. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/530

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):

Smith, Aaron M. “Multimodal Literacy in the English/Language Arts Classroom: Meeting Standards and Remaining Relevant in the 21st Century.” 2014. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/530.

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

MLA Handbook (7th Edition):

Smith, Aaron M. “Multimodal Literacy in the English/Language Arts Classroom: Meeting Standards and Remaining Relevant in the 21st Century.” 2014. Web. 10 Dec 2019.

Vancouver:

Smith AM. Multimodal Literacy in the English/Language Arts Classroom: Meeting Standards and Remaining Relevant in the 21st Century. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/530.

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

Council of Science Editors:

Smith AM. Multimodal Literacy in the English/Language Arts Classroom: Meeting Standards and Remaining Relevant in the 21st Century. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/530

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

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