Rozprawy doktorskie na temat „Language arts (secondary) – united states”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 37 najlepszych rozpraw doktorskich naukowych na temat „Language arts (secondary) – united states”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
Pełny tekst źródłaSnyder, Mark Robert. "The transition from industrial arts to technology education in the United States: a historical perspective". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/26101.
Pełny tekst źródłaPh. D.
Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.
Pełny tekst źródłaKaplan, Carolyn Shemwell. "Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120.
Pełny tekst źródłaBlanco, Katie Briana. "Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7697.
Pełny tekst źródłaHuang, Sharon Hsiao-Shan. "The relationship between computer use and academic achievements". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9084/.
Pełny tekst źródłaLee, Eunah Kim. "Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3649/.
Pełny tekst źródłaWatkins, Kathryn Anne. "Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8526.
Pełny tekst źródłaHenson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.
Pełny tekst źródłaDepartment of English
Knopp, Eva M. [Verfasser]. "From Bilingual to Biliterate: Secondary Discourse Abilities in Bilingual Children’s Story Telling : Evidence from Greek Heritage Language Speakers in Germany and the United States / Eva M. Knopp". Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1193391997/34.
Pełny tekst źródłaMullican, Carey. "Multiple Intelligences in the Text: Examining the Presence of MI Tasks in the Annotated Teacher's Editions of Four High School United States History Textbooks". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4178.
Pełny tekst źródłaRayneard, Max James Anthony. "Performing Literariness: Literature in the Event in South Africa and the United States". Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12083.
Pełny tekst źródłaIn this dissertation "literariness" is defined not merely as a quality of form by which texts are evaluated as literary, but as an immanent and critical sensibility by which reading, writing, speaking, learning, and teaching subjects within the literary humanities engage language in its immediate aesthetic (and thus also historical and ethical) aspect. This reorientation seeks to address the literary academy's overwhelming archival focus, which risks eliding literary endeavor as an embodied undertaking that inevitably reflects the historical contingency of its enactment. Literary endeavor in higher education is thus understood as a performance by which subjects enact not only the effect of literary texts upon themselves but also the contingencies of their socio-economic, national, cultural, and personal contexts. Subjects' responses to literature are seen as implicit identity claims that, inevitably constituted of biases, can be evaluated through the lens of post-positivist realism in terms of their ethical and pragmatic usefulness. Framing this reoriented literariness in terms of its enactment in higher education literature classrooms, this dissertation addresses its pedagogical, methodological, and personal implications. The events of the South African Truth and Reconciliation Commission (TRC) and the literature arising from it serve as a pivotal case study. The TRC Hearings, publically broadcast and pervasive in the national discourse of the time, enacted a scenario in which South Africans confronted the implications for personal and national identities of apartheid's racial abuses. The dissertation demonstrates through close reading and anecdotal evidence how J.M. Coetzee's Disgrace and Antjie Krog's Country of My Skull formally reactivate this scenario in the subject in the event of reading, while surveys of critical responses to these texts show how readers often resisted the texts' destabilizing effects. A critical account of the process that resulted in Telling, Eugene - a stage production in which U.S. military veterans tell their stories to their civilian communities - analyzes the idea of literariness in the U.S. and assesses its potential for socially engaged literary praxis.
Committee in charge: Linda Kintz, Chairperson; Suzanne Clark, Member; Michael Hames-Garcia, Member; John Schmor, Outside Member
Rifai, Irfan. "Using Process Drama Strategies to Support Students’ Co-Construction of Meanings from Literary and Religious Texts: The Experience of an Islamic School in the United States". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555492130233059.
Pełny tekst źródłaWeaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.
Pełny tekst źródłaBancroft, Susan Anne. "Violence prevention: Teaching peace, tolerance, caring, and the value of all life to the eighth grade language arts student". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1290.
Pełny tekst źródłaMogos, Mulubrhan Fisseha. "Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3251.
Pełny tekst źródłaMorgan, Chodaesessie Wellesley-Cole. "Cervical Cancer Screening Disparities in an Ethnically Diverse Population of Women Residing in the United States in 1999: A Secondary Analysis of Data from the 1999 Behavioral Risk Factor Surveillance System". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001202.
Pełny tekst źródłaGibson, Michael K. "Enhancing the social studies: A literature based program for fifth grade". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/338.
Pełny tekst źródłaSweatman, Timothy Augustus. "The Athens of the West: Education in Nashville, 1780-1860". TopSCHOLAR®, 1996. https://digitalcommons.wku.edu/theses/3038.
Pełny tekst źródłaDye, Angel. "JOOK: RENT PARTY POEMS". UKnowledge, 2019. https://uknowledge.uky.edu/english_etds/93.
Pełny tekst źródłaMartin, Hugh J. "On Leave". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1615464229027344.
Pełny tekst źródłaGabriel, John. "The experiences of language minority students in mainstream English classes in United States public high schools: A study through in-depth interviewing". 1997. https://scholarworks.umass.edu/dissertations/AAI9809335.
Pełny tekst źródłaPrater, Kathryn Ann Hooper 1963. "Readers' theater is "so much more than fluency" : collaborative work among teacher, students and researcher". 2003. http://hdl.handle.net/2152/12363.
Pełny tekst źródłaSteedly, Kathlyn M. "Living wide-awakeness: high school drama teachers creating opportunities for powerful encounters with the arts". Thesis, 2003. http://hdl.handle.net/2152/962.
Pełny tekst źródłaFuhrken, Charles David. "Preservice teachers' perceptions of preparation and practices for teaching reading/language arts: three case studies". Thesis, 2006. http://hdl.handle.net/2152/2865.
Pełny tekst źródłaAustin, Kenneth Ray. ""I must get free": a student cry to address authentic creativity in secondary visual arts education". Thesis, 2005. http://hdl.handle.net/2152/1502.
Pełny tekst źródłaKaylor, Maria 1967. "Sustaining the use of anchored instruction". 2003. http://hdl.handle.net/2152/12203.
Pełny tekst źródłaSailors, Misty Wilhelm. ""Placing children in the middle of literacy" instructional practices in a print-rich second grade classroom where all readers succeed /". Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3126115.
Pełny tekst źródłaGilman, Allison. "The effects of using an electronic talking book on the emergent literacy skills of preschool children". Thesis, 2005. http://hdl.handle.net/2152/1838.
Pełny tekst źródłaNagaoka, Yoshiko. "A descriptive study of Japanese biliterate students in the United States: Bilingualism, language-minority education, and teachers' role". 1998. https://scholarworks.umass.edu/dissertations/AAI9909196.
Pełny tekst źródłaBedard, Carol. "The relationship between talk in peer-response groups and students' writing in fifth-grade classrooms". Thesis, 2004. http://hdl.handle.net/2152/1466.
Pełny tekst źródłaDavis, Kay Mathews. "Language and learning : a case study of a Vietnamese unaccompanied minor in a post secondary setting". Thesis, 1995. http://hdl.handle.net/1957/34590.
Pełny tekst źródłaGraduation date: 1996
Lakey, Sonya J. "Making the Case for Degree Credit EAP Courses". Thesis, 2009. http://hdl.handle.net/1805/1996.
Pełny tekst źródłaThe issue of whether or not English for Academic Purposes (EAP) courses should carry undergraduate degree credit has been long-debated. The current work attempts to demonstrate that these courses should contribute toward degree requirements in the same way that other foreign language courses do, on the basis of curricular consistency in liberal arts, language, and academic mission, as well as in keeping with goals toward multiculturalism and internationalization. Utilizing a review of existing EAP or English as a Second Language (ESL) course credit structures at 41 U.S. universities, and a survey of ESL/EAP program administrators, recommendations are made for proposing degree credit for EAP courses. Finally, a proposal is included for changing the EAP course credit structure at Indiana University Purdue University Indianapolis.
Vetter, Amy Maurine. "Creating new spaces: investigating opportunities for identity exploration in a high school English classroom". Thesis, 2007. http://hdl.handle.net/2152/3059.
Pełny tekst źródłaVetter, Amy Maurine 1976. "Creating new spaces : investigating opportunities for identity exploration in a high school English classroom". 2007. http://hdl.handle.net/2152/13238.
Pełny tekst źródłaAriza, Eileen Nancy. "An exploratory research project of factory workers in the ESL worksite classes: The effects of immigration on high-status/low-status immigrants to the United States". 1992. https://scholarworks.umass.edu/dissertations/AAI9219400.
Pełny tekst źródłaErk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”". Thesis, 2013. http://hdl.handle.net/1805/3200.
Pełny tekst źródłaEste estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.