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You searched for subject:(writing development). Showing records 1 – 30 of 386 total matches.

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Texas A&M University

1. Brabham, Beth C. Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.

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

 This mixed-methods study investigated teachers’ perceptions and implementation of professional development in writing instruction at a high school campus. A layered approach to professional development(more)

Subjects/Keywords: Professional Development; Writing; Coaching; Plcs

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APA (6th Edition):

Brabham, B. C. (2016). Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156810

Chicago Manual of Style (16th Edition):

Brabham, Beth C. “Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.” 2016. Doctoral Dissertation, Texas A&M University. Accessed September 26, 2020. http://hdl.handle.net/1969.1/156810.

MLA Handbook (7th Edition):

Brabham, Beth C. “Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing.” 2016. Web. 26 Sep 2020.

Vancouver:

Brabham BC. Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1969.1/156810.

Council of Science Editors:

Brabham BC. Secondary English Teachers' Perceptions and Implementation of Professional Development in the Area of Writing. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156810


University of Rochester

2. Rioux, Allison. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.

Degree: EdD, 2016, University of Rochester

 Literacy coaches serve a variety of roles within an elementary school. One of the key roles of the coach is to encourage teacher change at… (more)

Subjects/Keywords: Writing; Literacy coaching; Professional development

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APA (6th Edition):

Rioux, A. (2016). The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/31154

Chicago Manual of Style (16th Edition):

Rioux, Allison. “The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.” 2016. Doctoral Dissertation, University of Rochester. Accessed September 26, 2020. http://hdl.handle.net/1802/31154.

MLA Handbook (7th Edition):

Rioux, Allison. “The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.” 2016. Web. 26 Sep 2020.

Vancouver:

Rioux A. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1802/31154.

Council of Science Editors:

Rioux A. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/31154


Oklahoma State University

3. Buxton, Ashley Elaine. Gender Differences and Writing Development in Kindergarteners.

Degree: Department of Human Development and Family Science, 2011, Oklahoma State University

 The purpose of this study was to examine gender based differences in the writing of young children in a Kindergarten class. Data was collected weekly… (more)

Subjects/Keywords: gender differences; kindergarten; writing development

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APA (6th Edition):

Buxton, A. E. (2011). Gender Differences and Writing Development in Kindergarteners. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9099

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):

Buxton, Ashley Elaine. “Gender Differences and Writing Development in Kindergarteners.” 2011. Thesis, Oklahoma State University. Accessed September 26, 2020. http://hdl.handle.net/11244/9099.

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

MLA Handbook (7th Edition):

Buxton, Ashley Elaine. “Gender Differences and Writing Development in Kindergarteners.” 2011. Web. 26 Sep 2020.

Vancouver:

Buxton AE. Gender Differences and Writing Development in Kindergarteners. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/11244/9099.

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

Council of Science Editors:

Buxton AE. Gender Differences and Writing Development in Kindergarteners. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/9099

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


University of Debrecen

4. Dénes, Györgyi. Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This study highlighted the importance of teaching and learning writing. It is one of the four language skills with an equal significance; moreover, it improves… (more)

Subjects/Keywords: writing skills; teaching; development

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APA (6th Edition):

Dénes, G. (2013). Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171246

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):

Dénes, Györgyi. “Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year .” 2013. Thesis, University of Debrecen. Accessed September 26, 2020. http://hdl.handle.net/2437/171246.

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

MLA Handbook (7th Edition):

Dénes, Györgyi. “Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year .” 2013. Web. 26 Sep 2020.

Vancouver:

Dénes G. Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2437/171246.

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

Council of Science Editors:

Dénes G. Research on Tenth-Grade Secondary School Students' Writing Skills and Strategies as wellas Their Development During the Second Term of the 2007/2008 Academic Year . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171246

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


California State University – Sacramento

5. Iverson, Kristi Anne. The effects of an interactive writing protocol on first grade independent writing.

Degree: MA, Education (Language and Literacy, 2010, California State University – Sacramento

 First grade students can start the year barely knowing their letter sounds and writing strands of letters and drawing pictures to communicate. California Language Arts… (more)

Subjects/Keywords: Writing development

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APA (6th Edition):

Iverson, K. A. (2010). The effects of an interactive writing protocol on first grade independent writing. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/758

Chicago Manual of Style (16th Edition):

Iverson, Kristi Anne. “The effects of an interactive writing protocol on first grade independent writing.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 26, 2020. http://hdl.handle.net/10211.9/758.

MLA Handbook (7th Edition):

Iverson, Kristi Anne. “The effects of an interactive writing protocol on first grade independent writing.” 2010. Web. 26 Sep 2020.

Vancouver:

Iverson KA. The effects of an interactive writing protocol on first grade independent writing. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10211.9/758.

Council of Science Editors:

Iverson KA. The effects of an interactive writing protocol on first grade independent writing. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/758


Utah State University

6. Anson, Joseph P. Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute.

Degree: PhD, Education, 2017, Utah State University

  The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3-… (more)

Subjects/Keywords: writing; writing project; professional development; content area writing; case study; Education

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APA (6th Edition):

Anson, J. P. (2017). Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/6363

Chicago Manual of Style (16th Edition):

Anson, Joseph P. “Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute.” 2017. Doctoral Dissertation, Utah State University. Accessed September 26, 2020. https://digitalcommons.usu.edu/etd/6363.

MLA Handbook (7th Edition):

Anson, Joseph P. “Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute.” 2017. Web. 26 Sep 2020.

Vancouver:

Anson JP. Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2020 Sep 26]. Available from: https://digitalcommons.usu.edu/etd/6363.

Council of Science Editors:

Anson JP. Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/6363


The Ohio State University

7. Harmey, Sinead J. Change Over TIme in Children's Co-Constructed Writing.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 The development of expertise in writing is a complex but important achievement for young children as they become literate. Writing is a critical component of… (more)

Subjects/Keywords: Education; Literacy; Writing; microgenetic; mixed methods; early writing development; change over time; writing assessment

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APA (6th Edition):

Harmey, S. J. (2015). Change Over TIme in Children's Co-Constructed Writing. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434

Chicago Manual of Style (16th Edition):

Harmey, Sinead J. “Change Over TIme in Children's Co-Constructed Writing.” 2015. Doctoral Dissertation, The Ohio State University. Accessed September 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

MLA Handbook (7th Edition):

Harmey, Sinead J. “Change Over TIme in Children's Co-Constructed Writing.” 2015. Web. 26 Sep 2020.

Vancouver:

Harmey SJ. Change Over TIme in Children's Co-Constructed Writing. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Sep 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

Council of Science Editors:

Harmey SJ. Change Over TIme in Children's Co-Constructed Writing. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434


Vanderbilt University

8. Brindle, Mary Elisabeth. Examining relationships among teachers’ preparation, efficacy, and writing practices.

Degree: PhD, Special Education, 2013, Vanderbilt University

 The present study examined teacher characteristics that may impact teacher efficacy or distinguish between teachers with high and low efficacy in the area of writing.… (more)

Subjects/Keywords: Writing Efficacy; Writing; Teacher Development; Teacher Preparation; Attitudes; Teacher Efficacy; Classroom Writing Practices

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APA (6th Edition):

Brindle, M. E. (2013). Examining relationships among teachers’ preparation, efficacy, and writing practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12513

Chicago Manual of Style (16th Edition):

Brindle, Mary Elisabeth. “Examining relationships among teachers’ preparation, efficacy, and writing practices.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/12513.

MLA Handbook (7th Edition):

Brindle, Mary Elisabeth. “Examining relationships among teachers’ preparation, efficacy, and writing practices.” 2013. Web. 26 Sep 2020.

Vancouver:

Brindle ME. Examining relationships among teachers’ preparation, efficacy, and writing practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/12513.

Council of Science Editors:

Brindle ME. Examining relationships among teachers’ preparation, efficacy, and writing practices. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12513


Penn State University

9. Anderson, Katie Lauren. TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS .

Degree: 2011, Penn State University

 For several decades, teachers have often been encouraged to write for publication, and many educators have taken up this opportunity, whether independently or as a… (more)

Subjects/Keywords: teacher education; writing communities; writing groups; professional development; writer-teacher; teacher-writer; writing for publication

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APA (6th Edition):

Anderson, K. L. (2011). TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11920

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):

Anderson, Katie Lauren. “TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS .” 2011. Thesis, Penn State University. Accessed September 26, 2020. https://submit-etda.libraries.psu.edu/catalog/11920.

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

MLA Handbook (7th Edition):

Anderson, Katie Lauren. “TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS .” 2011. Web. 26 Sep 2020.

Vancouver:

Anderson KL. TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Sep 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/11920.

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

Council of Science Editors:

Anderson KL. TEACHER-AS-WRITER AND WRITER-AS-TEACHER: AN INQUIRY INTO A COMMUNITY OF TEACHER-WRITERS . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11920

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


University of Windsor

10. Guo, Zhiqian. Chinese International Graduate Students’ Perspectives of Individual Writing Consultations.

Degree: M. Ed., Education, 2019, University of Windsor

 When entering graduate school, many Chinese international graduate students, particularly those in education programs, struggle to meet the new academic expectations they encounter (Huang &… (more)

Subjects/Keywords: Academic Writing; Academic Writing Development; Challenges; Chinese International Graduate Students; Individual Writing Consultations

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APA (6th Edition):

Guo, Z. (2019). Chinese International Graduate Students’ Perspectives of Individual Writing Consultations. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/8141

Chicago Manual of Style (16th Edition):

Guo, Zhiqian. “Chinese International Graduate Students’ Perspectives of Individual Writing Consultations.” 2019. Masters Thesis, University of Windsor. Accessed September 26, 2020. https://scholar.uwindsor.ca/etd/8141.

MLA Handbook (7th Edition):

Guo, Zhiqian. “Chinese International Graduate Students’ Perspectives of Individual Writing Consultations.” 2019. Web. 26 Sep 2020.

Vancouver:

Guo Z. Chinese International Graduate Students’ Perspectives of Individual Writing Consultations. [Internet] [Masters thesis]. University of Windsor; 2019. [cited 2020 Sep 26]. Available from: https://scholar.uwindsor.ca/etd/8141.

Council of Science Editors:

Guo Z. Chinese International Graduate Students’ Perspectives of Individual Writing Consultations. [Masters Thesis]. University of Windsor; 2019. Available from: https://scholar.uwindsor.ca/etd/8141


Mississippi State University

11. Slater, LaTonya Nicole. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.

Degree: PhD, Curriculum, Instruction and Special Education, 2019, Mississippi State University

 This qualitative case study explored the writing assessment practices of upper elementary ELA teachers and factors that influenced their decision making when assessing student writing.… (more)

Subjects/Keywords: teaching writing; pedagogical knowledge of writing assessment; knowledge of writing assessment; writing assessment; assessing writing; effective professional development; teacher decision making; writing assessment practices; strategies for assessing writing

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APA (6th Edition):

Slater, L. N. (2019). Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;

Chicago Manual of Style (16th Edition):

Slater, LaTonya Nicole. “Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.” 2019. Doctoral Dissertation, Mississippi State University. Accessed September 26, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;.

MLA Handbook (7th Edition):

Slater, LaTonya Nicole. “Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.” 2019. Web. 26 Sep 2020.

Vancouver:

Slater LN. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. [Internet] [Doctoral dissertation]. Mississippi State University; 2019. [cited 2020 Sep 26]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;.

Council of Science Editors:

Slater LN. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. [Doctoral Dissertation]. Mississippi State University; 2019. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;


The Ohio State University

12. Kim, Hwe Won. Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

 The purpose of this study was to examine the quality of kindergarteners’ writing and how this changes over the year. I developed a writing rubric… (more)

Subjects/Keywords: Early Childhood Education; Literacy; kindergarten, writing development, quality of writing

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APA (6th Edition):

Kim, H. W. (2014). Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1408034570

Chicago Manual of Style (16th Edition):

Kim, Hwe Won. “Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers.” 2014. Doctoral Dissertation, The Ohio State University. Accessed September 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408034570.

MLA Handbook (7th Edition):

Kim, Hwe Won. “Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers.” 2014. Web. 26 Sep 2020.

Vancouver:

Kim HW. Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2020 Sep 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1408034570.

Council of Science Editors:

Kim HW. Quality of Kindergarteners’ Writing: Changes over Time for Lower-, Average-, and Higher-Quality Writers. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1408034570


University of Toronto

13. Heppner, Denise Hudspith. Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.

Degree: PhD, 2020, University of Toronto

 This research investigated an Indigenous teacher’s pedagogy in a rural First Nation school in order to gain insight into culturally responsive writing instruction. Pre-service and… (more)

Subjects/Keywords: culturally responsive; Indigenous; reconciliation; social justice; writing development; writing pedagogy; 0455

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APA (6th Edition):

Heppner, D. H. (2020). Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/101220

Chicago Manual of Style (16th Edition):

Heppner, Denise Hudspith. “Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.” 2020. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/101220.

MLA Handbook (7th Edition):

Heppner, Denise Hudspith. “Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.” 2020. Web. 26 Sep 2020.

Vancouver:

Heppner DH. Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles. [Internet] [Doctoral dissertation]. University of Toronto; 2020. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/101220.

Council of Science Editors:

Heppner DH. Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles. [Doctoral Dissertation]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/101220


Brigham Young University

14. Billen, Monica Thomas. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.

Degree: MA, 2010, Brigham Young University

 The purpose of this study was to document the nature of elementary writing instruction and classroom physical environments in eight Utah school districts. One hundred… (more)

Subjects/Keywords: writing instruction; physical environment; process writing; Teacher Education and Professional Development

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APA (6th Edition):

Billen, M. T. (2010). The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd

Chicago Manual of Style (16th Edition):

Billen, Monica Thomas. “The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.” 2010. Masters Thesis, Brigham Young University. Accessed September 26, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd.

MLA Handbook (7th Edition):

Billen, Monica Thomas. “The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing.” 2010. Web. 26 Sep 2020.

Vancouver:

Billen MT. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Sep 26]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd.

Council of Science Editors:

Billen MT. The Nature of Classroom Instruction and Physical Environments That Support Elementary Writing. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3105&context=etd


Northeastern University

15. Falconer, Heather M. Triple-binds and unintended consequences: exploring scientific discursive identity development with three women of color.

Degree: PhD, Department of English, 2018, Northeastern University

 In the past decade, the educational literature has been steadily growing with regard to racial and gender disparities in STEM education and their systematic roots.… (more)

Subjects/Keywords: discursive identity; STEM; underrepresented minorities; writing development; writing in the disciplines

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APA (6th Edition):

Falconer, H. M. (2018). Triple-binds and unintended consequences: exploring scientific discursive identity development with three women of color. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20283089

Chicago Manual of Style (16th Edition):

Falconer, Heather M. “Triple-binds and unintended consequences: exploring scientific discursive identity development with three women of color.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 26, 2020. http://hdl.handle.net/2047/D20283089.

MLA Handbook (7th Edition):

Falconer, Heather M. “Triple-binds and unintended consequences: exploring scientific discursive identity development with three women of color.” 2018. Web. 26 Sep 2020.

Vancouver:

Falconer HM. Triple-binds and unintended consequences: exploring scientific discursive identity development with three women of color. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2047/D20283089.

Council of Science Editors:

Falconer HM. Triple-binds and unintended consequences: exploring scientific discursive identity development with three women of color. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20283089


AUT University

16. Deed, Bronwyn Gaye. Putting poetry back into the mind: how can therapeutic writing benefit clients of psychodynamic psychotherapy? .

Degree: 2010, AUT University

 This work aims to explore how therapeutic writing can benefit clients of psychodynamic psychotherapy. The role of writing in developing the self is reviewed and… (more)

Subjects/Keywords: Therapeutic writing; Writing as therapy; Psychodynamic; Self development; Self expression

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APA (6th Edition):

Deed, B. G. (2010). Putting poetry back into the mind: how can therapeutic writing benefit clients of psychodynamic psychotherapy? . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/948

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):

Deed, Bronwyn Gaye. “Putting poetry back into the mind: how can therapeutic writing benefit clients of psychodynamic psychotherapy? .” 2010. Thesis, AUT University. Accessed September 26, 2020. http://hdl.handle.net/10292/948.

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

MLA Handbook (7th Edition):

Deed, Bronwyn Gaye. “Putting poetry back into the mind: how can therapeutic writing benefit clients of psychodynamic psychotherapy? .” 2010. Web. 26 Sep 2020.

Vancouver:

Deed BG. Putting poetry back into the mind: how can therapeutic writing benefit clients of psychodynamic psychotherapy? . [Internet] [Thesis]. AUT University; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10292/948.

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

Council of Science Editors:

Deed BG. Putting poetry back into the mind: how can therapeutic writing benefit clients of psychodynamic psychotherapy? . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/948

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


University of Oklahoma

17. Jeter, Gage. Teachers' Lived Experiences Within and Beyond the 2016 Oklahoma Writing Project Summer Institute.

Degree: PhD, 2017, University of Oklahoma

 Many classroom teachers often consider professional development to be ineffective and irrelevant, noting little to no benefits for themselves or their students. Research on traditional,… (more)

Subjects/Keywords: professional development; National Writing Project; writing; lived experiences

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APA (6th Edition):

Jeter, G. (2017). Teachers' Lived Experiences Within and Beyond the 2016 Oklahoma Writing Project Summer Institute. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50717

Chicago Manual of Style (16th Edition):

Jeter, Gage. “Teachers' Lived Experiences Within and Beyond the 2016 Oklahoma Writing Project Summer Institute.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed September 26, 2020. http://hdl.handle.net/11244/50717.

MLA Handbook (7th Edition):

Jeter, Gage. “Teachers' Lived Experiences Within and Beyond the 2016 Oklahoma Writing Project Summer Institute.” 2017. Web. 26 Sep 2020.

Vancouver:

Jeter G. Teachers' Lived Experiences Within and Beyond the 2016 Oklahoma Writing Project Summer Institute. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/11244/50717.

Council of Science Editors:

Jeter G. Teachers' Lived Experiences Within and Beyond the 2016 Oklahoma Writing Project Summer Institute. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50717

18. -2927-107X. Writing teacher professional development: A photo elicitation of teacher change.

Degree: PhD, Reading Education, 2018, Texas Woman's University

Writing development is a complex and continuous process that is acquired within social environments. Process-oriented writing instruction allows for complex writer-directed work, however studies that… (more)

Subjects/Keywords: Writing Instruction; Writing; Teacher Professional; Development; Photo Elicitation

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

APA (6th Edition):

-2927-107X. (2018). Writing teacher professional development: A photo elicitation of teacher change. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11014

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2927-107X. “Writing teacher professional development: A photo elicitation of teacher change.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed September 26, 2020. http://hdl.handle.net/11274/11014.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2927-107X. “Writing teacher professional development: A photo elicitation of teacher change.” 2018. Web. 26 Sep 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2927-107X. Writing teacher professional development: A photo elicitation of teacher change. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/11274/11014.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2927-107X. Writing teacher professional development: A photo elicitation of teacher change. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/11014

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Arizona State University

19. Ingebrand, Sarah Wynonah. The Development of Writing Skills: The Use of Genre-Specific Elements in Second and Third Grade Students’ Writing.

Degree: Psychology, 2016, Arizona State University

 The following study was developed to investigate the development of writing skills in second and third grade students. The recent emphasis on writing, specifically writing(more)

Subjects/Keywords: Education; Developmental psychology; education; genre; writing; writing development

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

APA (6th Edition):

Ingebrand, S. W. (2016). The Development of Writing Skills: The Use of Genre-Specific Elements in Second and Third Grade Students’ Writing. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/39440

Chicago Manual of Style (16th Edition):

Ingebrand, Sarah Wynonah. “The Development of Writing Skills: The Use of Genre-Specific Elements in Second and Third Grade Students’ Writing.” 2016. Doctoral Dissertation, Arizona State University. Accessed September 26, 2020. http://repository.asu.edu/items/39440.

MLA Handbook (7th Edition):

Ingebrand, Sarah Wynonah. “The Development of Writing Skills: The Use of Genre-Specific Elements in Second and Third Grade Students’ Writing.” 2016. Web. 26 Sep 2020.

Vancouver:

Ingebrand SW. The Development of Writing Skills: The Use of Genre-Specific Elements in Second and Third Grade Students’ Writing. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2020 Sep 26]. Available from: http://repository.asu.edu/items/39440.

Council of Science Editors:

Ingebrand SW. The Development of Writing Skills: The Use of Genre-Specific Elements in Second and Third Grade Students’ Writing. [Doctoral Dissertation]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/39440


Colorado State University

20. White, Micah. Reflecting on vocation: a randomized trial of online expressive writing career interventions.

Degree: PhD, Psychology, 2020, Colorado State University

 Though recent research on calling has connected the construct to a variety of positive career-related and general well-being outcomes, there remains a scarcity of empirically… (more)

Subjects/Keywords: career development; intervention; calling; vocation; expressive writing

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

APA (6th Edition):

White, M. (2020). Reflecting on vocation: a randomized trial of online expressive writing career interventions. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/211763

Chicago Manual of Style (16th Edition):

White, Micah. “Reflecting on vocation: a randomized trial of online expressive writing career interventions.” 2020. Doctoral Dissertation, Colorado State University. Accessed September 26, 2020. http://hdl.handle.net/10217/211763.

MLA Handbook (7th Edition):

White, Micah. “Reflecting on vocation: a randomized trial of online expressive writing career interventions.” 2020. Web. 26 Sep 2020.

Vancouver:

White M. Reflecting on vocation: a randomized trial of online expressive writing career interventions. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10217/211763.

Council of Science Editors:

White M. Reflecting on vocation: a randomized trial of online expressive writing career interventions. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/211763


University of Exeter

21. Brenchley, Mark David Tristan. The developing relationship between spoken and written syntax in an English secondary school.

Degree: PhD, 2015, University of Exeter

 The present study undertook to address two questions: (1) are there any age-relatable relationships between the spoken and written syntax of adolescent students within a… (more)

Subjects/Keywords: 425; Syntax; Grammar; Education; Speech; Writing; Development

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APA (6th Edition):

Brenchley, M. D. T. (2015). The developing relationship between spoken and written syntax in an English secondary school. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/19913

Chicago Manual of Style (16th Edition):

Brenchley, Mark David Tristan. “The developing relationship between spoken and written syntax in an English secondary school.” 2015. Doctoral Dissertation, University of Exeter. Accessed September 26, 2020. http://hdl.handle.net/10871/19913.

MLA Handbook (7th Edition):

Brenchley, Mark David Tristan. “The developing relationship between spoken and written syntax in an English secondary school.” 2015. Web. 26 Sep 2020.

Vancouver:

Brenchley MDT. The developing relationship between spoken and written syntax in an English secondary school. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10871/19913.

Council of Science Editors:

Brenchley MDT. The developing relationship between spoken and written syntax in an English secondary school. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/19913


Clemson University

22. Popham, Michelle R. The Impact of Self-Regulated Strategy Development on Upper Elementary Students' Opinion Writing Performance.

Degree: PhD, Teaching and Learning, 2019, Clemson University

  The primary purpose of this study was to examine the effects of SRSD opinion writing instruction provided by teachers who completed SRSD Writing to… (more)

Subjects/Keywords: self-regulated strategy development; teacher education; writing

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APA (6th Edition):

Popham, M. R. (2019). The Impact of Self-Regulated Strategy Development on Upper Elementary Students' Opinion Writing Performance. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2455

Chicago Manual of Style (16th Edition):

Popham, Michelle R. “The Impact of Self-Regulated Strategy Development on Upper Elementary Students' Opinion Writing Performance.” 2019. Doctoral Dissertation, Clemson University. Accessed September 26, 2020. https://tigerprints.clemson.edu/all_dissertations/2455.

MLA Handbook (7th Edition):

Popham, Michelle R. “The Impact of Self-Regulated Strategy Development on Upper Elementary Students' Opinion Writing Performance.” 2019. Web. 26 Sep 2020.

Vancouver:

Popham MR. The Impact of Self-Regulated Strategy Development on Upper Elementary Students' Opinion Writing Performance. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2020 Sep 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/2455.

Council of Science Editors:

Popham MR. The Impact of Self-Regulated Strategy Development on Upper Elementary Students' Opinion Writing Performance. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2455


SUNY College at Brockport

23. Bower, Lora K. Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study.

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

  Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study Lora Bower Candidate for Master of Science in… (more)

Subjects/Keywords: Writing Development; Kindergarten; Lucy Calkins; Education

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APA (6th Edition):

Bower, L. K. (2014). Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/436

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):

Bower, Lora K. “Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study.” 2014. Thesis, SUNY College at Brockport. Accessed September 26, 2020. https://digitalcommons.brockport.edu/ehd_theses/436.

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

MLA Handbook (7th Edition):

Bower, Lora K. “Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study.” 2014. Web. 26 Sep 2020.

Vancouver:

Bower LK. Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2020 Sep 26]. Available from: https://digitalcommons.brockport.edu/ehd_theses/436.

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

Council of Science Editors:

Bower LK. Supporting Kindergartners’ Writing Development Through the Use of Lucy Calkins’ Units of Study: A Self Study. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/436

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


California State University – Sacramento

24. Chronister, Matthew Allen. The effects of media-enhanced feedback on the writing processes of students who self-identify as having ADHD: a qualitative case study.

Degree: MA, English (Composition, 2020, California State University – Sacramento

 This article examines the ways in which providing media-enhanced feedback effects the writing processes of students who self-identify as having ADHD. The research attempts to… (more)

Subjects/Keywords: ADHD; Media-enhanced feedback; Writing development

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

APA (6th Edition):

Chronister, M. A. (2020). The effects of media-enhanced feedback on the writing processes of students who self-identify as having ADHD: a qualitative case study. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/215244

Chicago Manual of Style (16th Edition):

Chronister, Matthew Allen. “The effects of media-enhanced feedback on the writing processes of students who self-identify as having ADHD: a qualitative case study.” 2020. Masters Thesis, California State University – Sacramento. Accessed September 26, 2020. http://hdl.handle.net/10211.3/215244.

MLA Handbook (7th Edition):

Chronister, Matthew Allen. “The effects of media-enhanced feedback on the writing processes of students who self-identify as having ADHD: a qualitative case study.” 2020. Web. 26 Sep 2020.

Vancouver:

Chronister MA. The effects of media-enhanced feedback on the writing processes of students who self-identify as having ADHD: a qualitative case study. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10211.3/215244.

Council of Science Editors:

Chronister MA. The effects of media-enhanced feedback on the writing processes of students who self-identify as having ADHD: a qualitative case study. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/215244


University of Montana

25. Froehlich Collins, Bethany M. The Effects of Modeled Writing on Early Literacy Development in Preschool Children.

Degree: MS, 2012, University of Montana

 The purpose of this thesis was to investigate the impacts on early literacy development in preschool children by engaging them in writing activities that were… (more)

Subjects/Keywords: early childhood education; literacy; preschool; writing development

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APA (6th Edition):

Froehlich Collins, B. M. (2012). The Effects of Modeled Writing on Early Literacy Development in Preschool Children. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/1006

Chicago Manual of Style (16th Edition):

Froehlich Collins, Bethany M. “The Effects of Modeled Writing on Early Literacy Development in Preschool Children.” 2012. Masters Thesis, University of Montana. Accessed September 26, 2020. https://scholarworks.umt.edu/etd/1006.

MLA Handbook (7th Edition):

Froehlich Collins, Bethany M. “The Effects of Modeled Writing on Early Literacy Development in Preschool Children.” 2012. Web. 26 Sep 2020.

Vancouver:

Froehlich Collins BM. The Effects of Modeled Writing on Early Literacy Development in Preschool Children. [Internet] [Masters thesis]. University of Montana; 2012. [cited 2020 Sep 26]. Available from: https://scholarworks.umt.edu/etd/1006.

Council of Science Editors:

Froehlich Collins BM. The Effects of Modeled Writing on Early Literacy Development in Preschool Children. [Masters Thesis]. University of Montana; 2012. Available from: https://scholarworks.umt.edu/etd/1006

26. FitzPatrick, Erin R. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

  The complex task of reading, understanding, analyzing, synthesizing, and subsequently writing in response to a prompt about multiple texts required by the Common Core… (more)

Subjects/Keywords: Professional development; Writing instruction; Writing; Inclusive education; Self-regulated strategy development; Informational genre; Special education

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

APA (6th Edition):

FitzPatrick, E. R. (2017). Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/112

Chicago Manual of Style (16th Edition):

FitzPatrick, Erin R. “Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting.” 2017. Doctoral Dissertation, Georgia State University. Accessed September 26, 2020. https://scholarworks.gsu.edu/epse_diss/112.

MLA Handbook (7th Edition):

FitzPatrick, Erin R. “Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting.” 2017. Web. 26 Sep 2020.

Vancouver:

FitzPatrick ER. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Sep 26]. Available from: https://scholarworks.gsu.edu/epse_diss/112.

Council of Science Editors:

FitzPatrick ER. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/112

27. Dippre, Ryan. Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom.

Degree: 2015, University of California – eScholarship, University of California

 Literate activity, like all human activity, is situated in localities: points of time and space wherein individuals engage in literate acts in order to accomplish… (more)

Subjects/Keywords: Education; Literacy development; Literate action; Literate acts; Writing development

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APA (6th Edition):

Dippre, R. (2015). Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/67m4d4bf

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):

Dippre, Ryan. “Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom.” 2015. Thesis, University of California – eScholarship, University of California. Accessed September 26, 2020. http://www.escholarship.org/uc/item/67m4d4bf.

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

MLA Handbook (7th Edition):

Dippre, Ryan. “Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom.” 2015. Web. 26 Sep 2020.

Vancouver:

Dippre R. Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2020 Sep 26]. Available from: http://www.escholarship.org/uc/item/67m4d4bf.

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

Council of Science Editors:

Dippre R. Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/67m4d4bf

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


University of Toronto

28. Lin, Meng-ying Daphne. Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing.

Degree: PhD, 2015, University of Toronto

 This classroom study investigated how computer-based writing tools and collaborative writing tasks mediated the development of individual writing competencies among 35 graduate students during a… (more)

Subjects/Keywords: collaborative writing; L2 writing development; mediation tool use; modelling process-product development; self-assessed beliefs about writing; tool-mediated writing knowledge; 0441

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

APA (6th Edition):

Lin, M. D. (2015). Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70195

Chicago Manual of Style (16th Edition):

Lin, Meng-ying Daphne. “Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing.” 2015. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/70195.

MLA Handbook (7th Edition):

Lin, Meng-ying Daphne. “Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing.” 2015. Web. 26 Sep 2020.

Vancouver:

Lin MD. Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/70195.

Council of Science Editors:

Lin MD. Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70195


University of Toledo

29. Chen , Wenting. How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes.

Degree: PhD, Curriculum and Instruction, 2015, University of Toledo

 What does collaborative writing (CW) mean when we teach writing for those students who use English as a second language (ESL)? By general definition, collaborative… (more)

Subjects/Keywords: Curriculum Development; Cognitive Psychology; L 2 Writing; Collaborative writing; knowledge and attitude

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APA (6th Edition):

Chen , W. (2015). How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895

Chicago Manual of Style (16th Edition):

Chen , Wenting. “How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes.” 2015. Doctoral Dissertation, University of Toledo. Accessed September 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.

MLA Handbook (7th Edition):

Chen , Wenting. “How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes.” 2015. Web. 26 Sep 2020.

Vancouver:

Chen W. How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2020 Sep 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.

Council of Science Editors:

Chen W. How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895


Penn State University

30. Valasa, Lauren Lucille. Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development.

Degree: 2015, Penn State University

 New policy outlines high standards for narrative essay writing at the secondary level. Unfortunately, students with disabilities often produce disorganized narratives with fewer narrative elements… (more)

Subjects/Keywords: narrative writing; disabilities; secondary; self-regulated strategy development; learning disability; middle school writing

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

APA (6th Edition):

Valasa, L. L. (2015). Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25035

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):

Valasa, Lauren Lucille. “Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development.” 2015. Thesis, Penn State University. Accessed September 26, 2020. https://submit-etda.libraries.psu.edu/catalog/25035.

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

MLA Handbook (7th Edition):

Valasa, Lauren Lucille. “Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development.” 2015. Web. 26 Sep 2020.

Vancouver:

Valasa LL. Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Sep 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/25035.

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

Council of Science Editors:

Valasa LL. Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25035

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

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