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Narrations from the U.S.-Mexico border: Transfronterizo student and parent experiences with American schools
by Tessman, Darcy, Ph.D. The University of Arizona. 2016: 185 pages; 10111574.
Impacting Preservice Teachers' Understanding of the Educational Needs of Diverse Learners Through the Use of Simulation Based Learning
by Collum, David Howard, Ed.D. Missouri Baptist University. 2015: 306 pages; 3700736.
The Phonology of Contact: Creole sound change in context
by Ng, E-Ching, Ph.D. Yale University. 2015: 191 pages; 3663654.
Educators' experiences learning to meet adaptive challenges involving English learners within the learning-oriented leadership model: A qualitative study
by Benis Scheier-Dolberg, Sarah Elizabeth, Ed.D. Teachers College, Columbia University. 2014: 391 pages; 3624032.
Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners
by Russell, Ella, Ph.D. Northcentral University. 2017: 184 pages; 10749305.
Latina/o English language learner student experiences and opportunities in linked learning environments
by Habrun, Yvette, Ed.D. California State University, Long Beach. 2016: 135 pages; 10252994.
Why Some ESL Students Experience a Language Learning Plateau while Others Do Not
by Murphy, Lukas John, Ed.D. Teachers College, Columbia University. 2017: 181 pages; 10284773.
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Teacher's perspectives on content-based classes for K-12 Arabic speakers in an English-only context
by Shelton, Suzanne L., Ph.D. Capella University. 2016: 179 pages; 10103211.
Exploring the use of children's picture books to explicitly teach reading comprehension strategies in Libyan EFL classrooms
by Al Khaiyali, Al Tiyb, Ph.D. Washington State University. 2014: 324 pages; 3628809.
Lesson planning for college-level ESL/EFL: Mixed methods study to identify implications for teaching practices and student learning
by Nadal-Ramos, Vigimaris, Ed.D. University of Puerto Rico, Rio Piedras (Puerto Rico). 2016: 135 pages; 10249635.
Transmigration experiences of newcomers in the context of an English-only education: Sense-making by former newcomer ELLs
by Tonogbanua, Elizabeth Paulsen, Ed.D. University of Massachusetts Boston. 2016: 348 pages; 10118522.
Technology Enhanced Learning for English Language Learners
by Stevens, Mark, Ph.D. George Mason University. 2018: 269 pages; 10981068.
Native Hispanic long-term English language learners' experiences in the public school system
by West, Sandy J., Ph.D. Capella University. 2016: 210 pages; 10242869.
Teacher perceptions of response to intervention for English learners
by McCahill, Tiffany Patella, Ph.D. Florida Atlantic University. 2014: 246 pages; 3647570.
Exploring the Experiences of Hispanic ESL Students in ESL Programs
by Calderon, Raynelda A., Ed.D. Walden University. 2016: 158 pages; 10243901.
Imagined Destinations: The Role of Subjectivity and the Generative Potential of Lived Experiences in Adult English Learners' Paths to Fluency
by Palumbo, Christine, Ph.D. The University of Arizona. 2015: 205 pages; 3731939.
Social and Psychological Valence Components of Translingual Graduate Writers' Inventory of Strengths
by Park, G. Yeon, Ph.D. Indiana University. 2018: 240 pages; 10840093.
Connected Learning and Academic Language Scaffolds: A Design Based Research Study with Long Term English Learners
by Elizalde, Ricardo Omar, Sr., Ed.D. Pepperdine University. 2018: 183 pages; 10748834.
The effects of current oral proficiency demands on foreign language teachers
by Reif Ziemann, Jody Ann, Ph.D. Marian University. 2016: 152 pages; 10191828.
Effects of Constructivist Learning Environments and Learning Styles on International Students in U.S. Higher Education: A Path Analysis of Academic and Social Outcomes
by Wahba, Hanaa, Ed.D. Long Island University, C. W. Post Center. 2016: 302 pages; 10256324.
Best Practices for Addressing the Achievement Gap for Hispanic Elementary Students
by Greene, Megan C., Ed.D. Brandman University. 2019: 179 pages; 13806388.
An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom
by Mehring, Jeffrey Gerald, Ed.D. Pepperdine University. 2015: 146 pages; 3680237.
Impact of extensive reading in a Korean EFL university setting: A mixed methods study
by Suk, Namhee, Ph.D. Northern Arizona University. 2015: 278 pages; 3708188.
Input and Uptake in High School EFL Students' Multiple-Draft Writing Process: A Case Study of a Taiwanese High School EFL Classroom
by Hsu, Yi-Ting, Ph.D. Indiana University. 2017: 203 pages; 10621929.
Program evaluation of Western Illinois University's English Language Learner online module
by Beard, Marisa, Ed.D. Pepperdine University. 2014: 178 pages; 3613324.
Teachers' Experiences in a Charter School with English Language Learners' Acquisition of Academic Literacy
by Stephens, Estella, Ed.D. Nova Southeastern University. 2018: 167 pages; 13812908.
A case study of English Language Learners in a digital classroom: Exploring the experiences of students and teachers using iPads for linguistic development and content knowledge acquisition
by Prince, Johanna, Ed.D. The University of Maine. 2014: 249 pages; 3581321.
Long-term English language learners' experiences through an assets lens: A phenomenological study
by Pendleton, Veronica, Ed.D. University of La Verne. 2017: 178 pages; 10256610.
Early Childhood Teacher Professional Development Using an Interdisciplinary Approach: Teaching English as a Foreign Language for Young Children in Korea
by Chae, Eunyoung Kim, Ed.D. University of Cincinnati. 2014: 115 pages; 3639036.
EFL Education in Mainland China: Word Memorization and Essay Writing among High School Sophomores
by Clarken, Rehema M., Ph.D. Michigan Technological University. 2017: 148 pages; 10684273.