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You searched for subject:(urban learners). Showing records 1 – 25 of 25 total matches.

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The Ohio State University

1. Kourea, Lefki. Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation.

Degree: PhD, Physical Activity and Educational Services, 2007, The Ohio State University

 This study investigated the effectiveness of a supplemental early reading intervention package on the segmentation, blending and oral reading fluency skills of 23 urban first-grade… (more)

Subjects/Keywords: Education, Special; early reading interventions; longitudinal studies; urban learners; english language learners

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APA (6th Edition):

Kourea, L. (2007). Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306

Chicago Manual of Style (16th Edition):

Kourea, Lefki. “Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation.” 2007. Doctoral Dissertation, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306.

MLA Handbook (7th Edition):

Kourea, Lefki. “Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation.” 2007. Web. 12 Dec 2019.

Vancouver:

Kourea L. Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306.

Council of Science Editors:

Kourea L. Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306


Texas A&M University

2. Leblanc, Jennifer K. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 Science literacy is a civil right and a critical part of becoming a participatory citizen in democracy. However, almost thirty years after Science for All… (more)

Subjects/Keywords: secondary science education; urban education; diverse learners; mixed methods; successful high schools; case study

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APA (6th Edition):

Leblanc, J. K. (2016). Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156929

Chicago Manual of Style (16th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 12, 2019. http://hdl.handle.net/1969.1/156929.

MLA Handbook (7th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Web. 12 Dec 2019.

Vancouver:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1969.1/156929.

Council of Science Editors:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156929


University of Pretoria

3. Matthews, Robert Eric. Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues.

Degree: Music, 2011, University of Pretoria

 This exploratory study measured the generic music style preferences of urban South African adolescents using a cross-section of grade nine adolescent learners living in Johannesburg.… (more)

Subjects/Keywords: Urban learners; Variables; South africa; Questionnaires; Music styles; Music preferences; Leblanc; UCTD

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APA (6th Edition):

Matthews, R. (2011). Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26049

Chicago Manual of Style (16th Edition):

Matthews, Robert. “Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues.” 2011. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/26049.

MLA Handbook (7th Edition):

Matthews, Robert. “Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues.” 2011. Web. 12 Dec 2019.

Vancouver:

Matthews R. Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/26049.

Council of Science Editors:

Matthews R. Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/26049


The Ohio State University

4. Keyes, Starr E. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.

Degree: PhD, EDU Physical Activity and Educational Services, 2010, The Ohio State University

  This study examined the effectiveness of a computer-assisted reading program, Read Naturally (RN), on the oral reading fluency (ORF), comprehension, and generalization of second… (more)

Subjects/Keywords: Education; Special Education; oral reading fluency; computer-assisted instruction; urban learners; early intervention

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APA (6th Edition):

Keyes, S. E. (2010). The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850

Chicago Manual of Style (16th Edition):

Keyes, Starr E. “The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.” 2010. Doctoral Dissertation, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.

MLA Handbook (7th Edition):

Keyes, Starr E. “The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.” 2010. Web. 12 Dec 2019.

Vancouver:

Keyes SE. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.

Council of Science Editors:

Keyes SE. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850


University of Pretoria

5. [No author]. Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues .

Degree: 2011, University of Pretoria

 This exploratory study measured the generic music style preferences of urban South African adolescents using a cross-section of grade nine adolescent learners living in Johannesburg.… (more)

Subjects/Keywords: Urban learners; Variables; South africa; Questionnaires; Music styles; Music preferences; Leblanc; UCTD

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APA (6th Edition):

author], [. (2011). Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07032011-235647/

Chicago Manual of Style (16th Edition):

author], [No. “Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues .” 2011. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-07032011-235647/.

MLA Handbook (7th Edition):

author], [No. “Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues .” 2011. Web. 12 Dec 2019.

Vancouver:

author] [. Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-07032011-235647/.

Council of Science Editors:

author] [. Generic music style preferences of urban South African adolescents : a follow-up study including additional genres of Hip-Hop, House, Kwaito, Metal and Rhythm&Blues . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-07032011-235647/


George Mason University

6. Wesley-Nero, Sabrina. A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners .

Degree: 2007, George Mason University

 This study examined the qualifying portfolios of graduates of an alternative teacher licensure program to determine the extent to which the teachers evidenced effective instructional… (more)

Subjects/Keywords: teacher; Education; English; language; learners; urban

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APA (6th Edition):

Wesley-Nero, S. (2007). A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/2922

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):

Wesley-Nero, Sabrina. “A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners .” 2007. Thesis, George Mason University. Accessed December 12, 2019. http://hdl.handle.net/1920/2922.

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

MLA Handbook (7th Edition):

Wesley-Nero, Sabrina. “A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners .” 2007. Web. 12 Dec 2019.

Vancouver:

Wesley-Nero S. A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners . [Internet] [Thesis]. George Mason University; 2007. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1920/2922.

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

Council of Science Editors:

Wesley-Nero S. A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners . [Thesis]. George Mason University; 2007. Available from: http://hdl.handle.net/1920/2922

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


Boston College

7. Turgut, Guliz. Using Ecological Lens to Explore a One-to-one Laptop Program Integration in Classrooms with English Language Learners in an Urban Middle School.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Currently, one of the most popular technology initiatives used in schools to prepare information- and technology-literate students is one-to-one laptop programs. However, limited research studies… (more)

Subjects/Keywords: ecology theory; English language learners; middle urban school; one-to-one laptop program; ubiquitous computing

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APA (6th Edition):

Turgut, G. (2012). Using Ecological Lens to Explore a One-to-one Laptop Program Integration in Classrooms with English Language Learners in an Urban Middle School. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101622

Chicago Manual of Style (16th Edition):

Turgut, Guliz. “Using Ecological Lens to Explore a One-to-one Laptop Program Integration in Classrooms with English Language Learners in an Urban Middle School.” 2012. Doctoral Dissertation, Boston College. Accessed December 12, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101622.

MLA Handbook (7th Edition):

Turgut, Guliz. “Using Ecological Lens to Explore a One-to-one Laptop Program Integration in Classrooms with English Language Learners in an Urban Middle School.” 2012. Web. 12 Dec 2019.

Vancouver:

Turgut G. Using Ecological Lens to Explore a One-to-one Laptop Program Integration in Classrooms with English Language Learners in an Urban Middle School. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Dec 12]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101622.

Council of Science Editors:

Turgut G. Using Ecological Lens to Explore a One-to-one Laptop Program Integration in Classrooms with English Language Learners in an Urban Middle School. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101622


University of the Western Cape

8. Blaauw, Christopher. A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy .

Degree: 2009, University of the Western Cape

 The study explored the comparison of grade 8 to 10 urban and peri-urban learners' contexts preferences in mathematical literacy. There is currently a strong emphasis… (more)

Subjects/Keywords: Mathematical literacy; Contexts in mathematics; Mathematical modelling; Relevance of mathematics; Learners' interest in mathematics; Urban; Peri-urban

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APA (6th Edition):

Blaauw, C. (2009). A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2700

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):

Blaauw, Christopher. “A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy .” 2009. Thesis, University of the Western Cape. Accessed December 12, 2019. http://hdl.handle.net/11394/2700.

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

MLA Handbook (7th Edition):

Blaauw, Christopher. “A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy .” 2009. Web. 12 Dec 2019.

Vancouver:

Blaauw C. A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy . [Internet] [Thesis]. University of the Western Cape; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/11394/2700.

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

Council of Science Editors:

Blaauw C. A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy . [Thesis]. University of the Western Cape; 2009. Available from: http://hdl.handle.net/11394/2700

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

9. Memon, Shumaila. Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context.

Degree: PhD, 2014, University of Bedfordshire

 This study investigated the relationship between reading attitudes in L1 and in L2 of learners in Pakistan. It also investigated the differences between reading attitudes… (more)

Subjects/Keywords: 428.4; reading attitudes; Pakistan; rural learners; urban learners; reading; Q110 Applied Linguistics; English; English as a Second Language; Sindhi; first language; second language

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APA (6th Edition):

Memon, S. (2014). Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/576434

Chicago Manual of Style (16th Edition):

Memon, Shumaila. “Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context.” 2014. Doctoral Dissertation, University of Bedfordshire. Accessed December 12, 2019. http://hdl.handle.net/10547/576434.

MLA Handbook (7th Edition):

Memon, Shumaila. “Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context.” 2014. Web. 12 Dec 2019.

Vancouver:

Memon S. Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10547/576434.

Council of Science Editors:

Memon S. Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context. [Doctoral Dissertation]. University of Bedfordshire; 2014. Available from: http://hdl.handle.net/10547/576434


University of South Africa

10. Adeyeye, Gbenga Michael. The academic performance of urban and rural secondary school learners in south western Nigeria .

Degree: 2017, University of South Africa

 This research examined the reasons for the differences in the academic performance of school learners, and makes reference to economic, social and cultural capital theory… (more)

Subjects/Keywords: Academic performance; Rural learners; Urban learners; Secondary school; Economic capital; Social capital; Cultural capital; Parental education; Parental attitude; Cultural inequalities; Social adjustment

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APA (6th Edition):

Adeyeye, G. M. (2017). The academic performance of urban and rural secondary school learners in south western Nigeria . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25395

Chicago Manual of Style (16th Edition):

Adeyeye, Gbenga Michael. “The academic performance of urban and rural secondary school learners in south western Nigeria .” 2017. Doctoral Dissertation, University of South Africa. Accessed December 12, 2019. http://hdl.handle.net/10500/25395.

MLA Handbook (7th Edition):

Adeyeye, Gbenga Michael. “The academic performance of urban and rural secondary school learners in south western Nigeria .” 2017. Web. 12 Dec 2019.

Vancouver:

Adeyeye GM. The academic performance of urban and rural secondary school learners in south western Nigeria . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10500/25395.

Council of Science Editors:

Adeyeye GM. The academic performance of urban and rural secondary school learners in south western Nigeria . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25395


University of Cincinnati

11. Delahunty, Geniene P. Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2011, University of Cincinnati

  The purpose of this study was to determine the perceptions of principals and Hispanic parents of English language learners about the school experience of… (more)

Subjects/Keywords: Educational Leadership; Narrative Inquiry; English Language Learners; Urban School Experiences; Home-School Expectations; Communication Barriers; Sense of Community

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APA (6th Edition):

Delahunty, G. P. (2011). Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283

Chicago Manual of Style (16th Edition):

Delahunty, Geniene P. “Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283.

MLA Handbook (7th Edition):

Delahunty, Geniene P. “Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners.” 2011. Web. 12 Dec 2019.

Vancouver:

Delahunty GP. Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283.

Council of Science Editors:

Delahunty GP. Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283


University of Miami

12. Adamson, Karen. The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement.

Degree: PhD, Teaching and Learning (Education), 2008, University of Miami

  The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English… (more)

Subjects/Keywords: Equity; English Language Learners; Diversity; Urban Education

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APA (6th Edition):

Adamson, K. (2008). The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/185

Chicago Manual of Style (16th Edition):

Adamson, Karen. “The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement.” 2008. Doctoral Dissertation, University of Miami. Accessed December 12, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/185.

MLA Handbook (7th Edition):

Adamson, Karen. “The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement.” 2008. Web. 12 Dec 2019.

Vancouver:

Adamson K. The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement. [Internet] [Doctoral dissertation]. University of Miami; 2008. [cited 2019 Dec 12]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/185.

Council of Science Editors:

Adamson K. The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement. [Doctoral Dissertation]. University of Miami; 2008. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/185


The Ohio State University

13. Bennett, Jessica Gittings. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk.

Degree: PhD, EDU Physical Activity and Educational Services, 2014, The Ohio State University

 This study examined the effects of a novel computer software program on the oral reading fluency and comprehension of urban second-grade students. The students scored… (more)

Subjects/Keywords: Special Education; Literacy; Educational Software; Educational Technology; Education; oral reading fluency, repeated reading, computer-assisted instruction, culturally relevant, urban learners

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APA (6th Edition):

Bennett, J. G. (2014). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987

Chicago Manual of Style (16th Edition):

Bennett, Jessica Gittings. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk.” 2014. Doctoral Dissertation, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987.

MLA Handbook (7th Edition):

Bennett, Jessica Gittings. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk.” 2014. Web. 12 Dec 2019.

Vancouver:

Bennett JG. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987.

Council of Science Editors:

Bennett JG. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987


The Ohio State University

14. Singh, Angella Harjani. Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

 This study represents the third year of a three-year investigation of the effects of kindergarten literacy intervention on the reading risk of urban learners. The… (more)

Subjects/Keywords: Behaviorial Sciences; Biomedical Research; Black History; Education; Educational Evaluation; Educational Psychology; Elementary Education; Psychology; Reading Instruction; Teacher Education; urban learners; African American males; English Language Learners; at risk; supplemental early reading interventions; secondary interventions; follow-up study; longitudinal study

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APA (6th Edition):

Singh, A. H. (2008). Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401

Chicago Manual of Style (16th Edition):

Singh, Angella Harjani. “Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401.

MLA Handbook (7th Edition):

Singh, Angella Harjani. “Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners.” 2008. Web. 12 Dec 2019.

Vancouver:

Singh AH. Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401.

Council of Science Editors:

Singh AH. Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401


The Ohio State University

15. Musti-Rao, Shobana. The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach.

Degree: PhD, Physical Activity and Educational Services, 2005, The Ohio State University

 The study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as being… (more)

Subjects/Keywords: early reading intervention; preventive approach; urban learners; supplemental reading instruction

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APA (6th Edition):

Musti-Rao, S. (2005). The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307

Chicago Manual of Style (16th Edition):

Musti-Rao, Shobana. “The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach.” 2005. Doctoral Dissertation, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307.

MLA Handbook (7th Edition):

Musti-Rao, Shobana. “The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach.” 2005. Web. 12 Dec 2019.

Vancouver:

Musti-Rao S. The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307.

Council of Science Editors:

Musti-Rao S. The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307


The Ohio State University

16. Lo, Ya-yu. Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings.

Degree: PhD, Physical Activity and Educational Services, 2003, The Ohio State University

 This study investigated the effects of function-based interventions on the off-task behavior and appropriate alternative responses (i.e., adult attention recruitment behavior) of four urban elementary-aged… (more)

Subjects/Keywords: functional assessment; behavior modification; behavior problems; self-monitoring; urban learners

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APA (6th Edition):

Lo, Y. (2003). Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1060619211

Chicago Manual of Style (16th Edition):

Lo, Ya-yu. “Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings.” 2003. Doctoral Dissertation, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1060619211.

MLA Handbook (7th Edition):

Lo, Ya-yu. “Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings.” 2003. Web. 12 Dec 2019.

Vancouver:

Lo Y. Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings. [Internet] [Doctoral dissertation]. The Ohio State University; 2003. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1060619211.

Council of Science Editors:

Lo Y. Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings. [Doctoral Dissertation]. The Ohio State University; 2003. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1060619211


University of Southern California

17. Pelayo, Icela. Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education.

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

 Literacy is the foundation for high academic achievement and educational attainment; it is critical that young English learners (ELs) become proficient in literacy to facilitate… (more)

Subjects/Keywords: English learners; culturally responsive pedagogy; teacher professional development and coaching; early childhood education; language and literacy development; urban education; multilingual learning context

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APA (6th Edition):

Pelayo, I. (2012). Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734

Chicago Manual of Style (16th Edition):

Pelayo, Icela. “Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 12, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734.

MLA Handbook (7th Edition):

Pelayo, Icela. “Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education.” 2012. Web. 12 Dec 2019.

Vancouver:

Pelayo I. Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 12]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734.

Council of Science Editors:

Pelayo I. Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/54924/rec/1734


University of the Western Cape

18. Govender, Thashlin. Factors that influence utilization of primary health facilities by adolescents in Tafelsig, Mitchells Plain .

Degree: 2012, University of the Western Cape

 Promoting positive and healthy decision-making practices and encouraging the utilization of health care facilities amongst adolescents is an important public health priority given that the… (more)

Subjects/Keywords: Primary level public health facilities; Access to healthcare; Utilization of health facilities; Adolescent-friendly services; Adolescent health; Secondary school learners; Qualitative research; Urban poor; Mitchells Plain; South Africa

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APA (6th Edition):

Govender, T. (2012). Factors that influence utilization of primary health facilities by adolescents in Tafelsig, Mitchells Plain . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4032

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):

Govender, Thashlin. “Factors that influence utilization of primary health facilities by adolescents in Tafelsig, Mitchells Plain .” 2012. Thesis, University of the Western Cape. Accessed December 12, 2019. http://hdl.handle.net/11394/4032.

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

MLA Handbook (7th Edition):

Govender, Thashlin. “Factors that influence utilization of primary health facilities by adolescents in Tafelsig, Mitchells Plain .” 2012. Web. 12 Dec 2019.

Vancouver:

Govender T. Factors that influence utilization of primary health facilities by adolescents in Tafelsig, Mitchells Plain . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/11394/4032.

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

Council of Science Editors:

Govender T. Factors that influence utilization of primary health facilities by adolescents in Tafelsig, Mitchells Plain . [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/4032

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

19. Hope, Shanika L. The Impact of the “Universal Voyager Literacy” Reading Program on Reading Achievement and Instructional Practices in an Urban School District.

Degree: PhD, 2008, Old Dominion University

  Founded in 1994, Voyager Expanded Learning is a provider of K-3 in-school reading programs, as well as K-8 reading intervention programs for school districts… (more)

Subjects/Keywords: Instructional intervention; Reading; Reading First; Reading instruction; Teaching; Universal Voyager Literacy; Urban education; Urban learners; Curriculum and Instruction; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Hope, S. L. (2008). The Impact of the “Universal Voyager Literacy” Reading Program on Reading Achievement and Instructional Practices in an Urban School District. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780549982197 ; https://digitalcommons.odu.edu/urbanstudies_etds/13

Chicago Manual of Style (16th Edition):

Hope, Shanika L. “The Impact of the “Universal Voyager Literacy” Reading Program on Reading Achievement and Instructional Practices in an Urban School District.” 2008. Doctoral Dissertation, Old Dominion University. Accessed December 12, 2019. 9780549982197 ; https://digitalcommons.odu.edu/urbanstudies_etds/13.

MLA Handbook (7th Edition):

Hope, Shanika L. “The Impact of the “Universal Voyager Literacy” Reading Program on Reading Achievement and Instructional Practices in an Urban School District.” 2008. Web. 12 Dec 2019.

Vancouver:

Hope SL. The Impact of the “Universal Voyager Literacy” Reading Program on Reading Achievement and Instructional Practices in an Urban School District. [Internet] [Doctoral dissertation]. Old Dominion University; 2008. [cited 2019 Dec 12]. Available from: 9780549982197 ; https://digitalcommons.odu.edu/urbanstudies_etds/13.

Council of Science Editors:

Hope SL. The Impact of the “Universal Voyager Literacy” Reading Program on Reading Achievement and Instructional Practices in an Urban School District. [Doctoral Dissertation]. Old Dominion University; 2008. Available from: 9780549982197 ; https://digitalcommons.odu.edu/urbanstudies_etds/13

20. Roselene Moura de SÃ. Urban Projovem: challenges, prospects and implications for public policy in the constitution of knowledge students.

Degree: Master, 2013, Universidade Federal do Ceará

 A polÃtica pÃblica do Projovem Urbano foi estabelecida pelo Governo Federal com o objetivo de democratizar o acesso à escolarizaÃÃo aos jovens compreendidos entre 18… (more)

Subjects/Keywords: EDUCACAO; PolÃtica PÃblica; Projovem Urbano; Juventudes; Saberes Discentes; Public Politics; Projovem Urban; Youths; Learners knowledges; Jovens pobres â PolÃtica governamental â Fortaleza(CE); Jovens pobres â Fortaleza(CE) - Atitudes; Jovens da cidade - Fortaleza(CE) - Atitudes; Projovem Urbano

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APA (6th Edition):

SÃ, R. M. d. (2013). Urban Projovem: challenges, prospects and implications for public policy in the constitution of knowledge students. (Masters Thesis). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11164 ;

Chicago Manual of Style (16th Edition):

SÃ, Roselene Moura de. “Urban Projovem: challenges, prospects and implications for public policy in the constitution of knowledge students.” 2013. Masters Thesis, Universidade Federal do Ceará. Accessed December 12, 2019. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11164 ;.

MLA Handbook (7th Edition):

SÃ, Roselene Moura de. “Urban Projovem: challenges, prospects and implications for public policy in the constitution of knowledge students.” 2013. Web. 12 Dec 2019.

Vancouver:

SÃ RMd. Urban Projovem: challenges, prospects and implications for public policy in the constitution of knowledge students. [Internet] [Masters thesis]. Universidade Federal do Ceará 2013. [cited 2019 Dec 12]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11164 ;.

Council of Science Editors:

SÃ RMd. Urban Projovem: challenges, prospects and implications for public policy in the constitution of knowledge students. [Masters Thesis]. Universidade Federal do Ceará 2013. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11164 ;

21. Rumenapp, Joseph C. RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education.

Degree: 2013, University of Illinois – Chicago

 As urban schools grow more and more linguistically diverse, there is an increasing need for teachers with expertise in teaching English Learners. Teachers are seeking… (more)

Subjects/Keywords: English Language Learners; Action Research; Professional Development; Language Ideologies; Urban Education; Positioning

…discourse analysis 224 17. Relationship of findings 228 viii SUMMARY As urban schools grow… …in teaching English Learners. Teachers are seeking education and development opportunities… …English Learners. An increase in linguistic diversity has been recognized in our educational… …to provide deeper understanding to address issues of diverse learners in our classrooms… …which teachers of English Learners navigate their day-to-day lives and how they negotiate that… 

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APA (6th Edition):

Rumenapp, J. C. (2013). RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10157

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):

Rumenapp, Joseph C. “RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education.” 2013. Thesis, University of Illinois – Chicago. Accessed December 12, 2019. http://hdl.handle.net/10027/10157.

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

MLA Handbook (7th Edition):

Rumenapp, Joseph C. “RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education.” 2013. Web. 12 Dec 2019.

Vancouver:

Rumenapp JC. RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10027/10157.

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

Council of Science Editors:

Rumenapp JC. RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10157

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

22. Green, DeLayna R. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk.

Degree: MA, Educational Studies, 2015, The Ohio State University

 This study examined the effects of a novel computer software program titled “Reading Relevant and Culturally Engaging Stories (R.A.C.E.S)” on the oral reading fluency and… (more)

Subjects/Keywords: Education; oral reading fluency, repeated reading, computer-assisted instruction, culturally relevant, urban learners

…young urban learners. That is for some students, fluency needs to be explicitly taught and… …first-grade urban learners’ ability to read correct words per minute (CWPM)… …the generalization of ORF to novel AIMSweb passages for first-grade urban learners? 3. What… …comprehension of practiced CR passages for first-grade urban learners? 4. What effect will a RRI with… …of generalization passages (AIMSweb) for first-grade urban learners? 5. What… 

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APA (6th Edition):

Green, D. R. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064

Chicago Manual of Style (16th Edition):

Green, DeLayna R. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk.” 2015. Masters Thesis, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064.

MLA Handbook (7th Edition):

Green, DeLayna R. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk.” 2015. Web. 12 Dec 2019.

Vancouver:

Green DR. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064.

Council of Science Editors:

Green DR. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064


Florida International University

23. Magana, Nelson. A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2018, Florida International University

  Cubans arrive in the U.S. with more formal education than other Latino immigrants, and they arrive to communities with long standing networks of support.… (more)

Subjects/Keywords: Adult Education; Higher Education; Retention; Latino Students; Hispanic Students; Non-academic factors; Persistence; Cuban Women; Cuban Students; Baccalaureate Attainment; Latino Educational Outcomes; Community College; English Language Learners; Student Affairs; Student Services; Adult and Continuing Education; Community College Education Administration; Community College Leadership; Higher Education Administration; Urban Education

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APA (6th Edition):

Magana, N. (2018). A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3686 ; 10.25148/etd.FIDC006580 ; FIDC006580

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):

Magana, Nelson. “A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S.” 2018. Thesis, Florida International University. Accessed December 12, 2019. https://digitalcommons.fiu.edu/etd/3686 ; 10.25148/etd.FIDC006580 ; FIDC006580.

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

MLA Handbook (7th Edition):

Magana, Nelson. “A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S.” 2018. Web. 12 Dec 2019.

Vancouver:

Magana N. A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Dec 12]. Available from: https://digitalcommons.fiu.edu/etd/3686 ; 10.25148/etd.FIDC006580 ; FIDC006580.

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

Council of Science Editors:

Magana N. A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3686 ; 10.25148/etd.FIDC006580 ; FIDC006580

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

24. Barber, Mariah E. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.

Degree: MA, Educational Studies, 2015, The Ohio State University

 This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension… (more)

Subjects/Keywords: Special Education; urban learners, culturally relevant, English Language Learner, oral reading fluency, computer-assisted instruction, repeated reading

…with proficient being 250, Black urban learners have gone from 188 to 224 on fourth grade… …CWPM) of first-grade urban learners who are ELLs? 2. What effect will a repeated reading… …generalization of ORF to novel AIMSweb passages for first-grade urban learners who are ELLs? 3. What… …grade urban learners who are ELLs? 4. What effect will a repeated reading intervention with… …comprehension of generalization passages (AIMSweb) for first grade urban learners who are… 

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APA (6th Edition):

Barber, M. E. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

Chicago Manual of Style (16th Edition):

Barber, Mariah E. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.” 2015. Masters Thesis, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

MLA Handbook (7th Edition):

Barber, Mariah E. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.” 2015. Web. 12 Dec 2019.

Vancouver:

Barber ME. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

Council of Science Editors:

Barber ME. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

25. Foreman, Angela May. A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?.

Degree: PhD, Curriculum and Instruction, 2014, Arizona State University

 Through the disciplines of art education, anthropology and psychology the researcher examined research-based traits and characteristics of the creative process among a second year Title… (more)

Subjects/Keywords: Art education; Education; Curriculum development; 21st Century Learners; Art Education; Creativity; Social Justice; Title 1 Schooling; Urban Schools

…Title 1 Urban Student ….…..63 Behavior .…64 Social and Emotional… …72 Support for Title 1 Urban Teachers …............... 73 Creativity, Hardship and… …Education …...76 7 RESEARCH BASED ART EDUCATION METHODS FOR URBAN SCHOOLS… …94 Impact of Graffiti Art on Urban Students …......99 8 WHY TEACH CREATIVITY FOR… …Title 1 Urban Schools 102 Reauthorizing the Elementary and Secondary Act .. 107… 

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APA (6th Edition):

Foreman, A. M. (2014). A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/25022

Chicago Manual of Style (16th Edition):

Foreman, Angela May. “A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?.” 2014. Doctoral Dissertation, Arizona State University. Accessed December 12, 2019. http://repository.asu.edu/items/25022.

MLA Handbook (7th Edition):

Foreman, Angela May. “A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?.” 2014. Web. 12 Dec 2019.

Vancouver:

Foreman AM. A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?. [Internet] [Doctoral dissertation]. Arizona State University; 2014. [cited 2019 Dec 12]. Available from: http://repository.asu.edu/items/25022.

Council of Science Editors:

Foreman AM. A Micro-Ethnographic Study of Creative Behavior of Title 1 Urban Art Students: How do Context, Collaboration and Content Play a Role in the Development of Creativity?. [Doctoral Dissertation]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/25022

.