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213.
Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program
by Bonder, Linda Eve, M.A.  Portland State University. 2016: 132 pages; 10141260.
214.
216.
Beyond the Bilingual Advantage: Links Between Code-switching and Task-switching in Bilingual Preschoolers
by Sung, Priscilla, Ph.D.  University of California, Santa Cruz. 2019: 140 pages; 13887177.
219.
Mapping biological ideas: Concept maps as knowledge integration tools for evolution education
by Schwendimann, Beat Adrian, Ph.D.  University of California, Berkeley. 2011: 381 pages; 3499067.
221.
Hispanic parents' and teachers' perceptions of literacy: Finding common ground
by Almburg, Anne T., Ed.D.  Northern Illinois University. 2011: 279 pages; 3494999.
224.
Aller Simple: Restoring Justice and Railroads: The SNCF and The USA
by Federman, Sarah, M.A.  The American University of Paris (France). 2011: 214 pages; 10305797.
226.
229.
The Use of Interpreters by Speech-Language Pathologists Conducting Bilingual Speech-Language Assessments
by Palfrey, Carol Lynn, Ed.D.  The George Washington University. 2013: 227 pages; 3557570.
231.
Acculturation and alcoholism among foreign born Hispanics in the United States
by Montalvan, Carlos A., M.S.  California State University, Long Beach. 2011: 38 pages; 1504512.
232.
Portraits of Multilinguals on Social Network Sites: Identity Negotiation and Language Use
by Lemus, Linda Rafaela, Ph.D.  The University of Arizona. 2018: 288 pages; 10931985.
233.
Learning Style Needs and Effectiveness of Adult Health Literacy Education
by Grebner, Leah A., Ph.D.  Walden University. 2014: 247 pages; 3617056.
234.
Latina teachers in Los Angeles: Navigating race/ethnic and class boundaries in multiracial schools
by Flores, Glenda Marisol, Ph.D.  University of Southern California. 2011: 251 pages; 3487900.
236.
Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research
by Grenardo, Jennifer, Ed.D.  Loyola Marymount University. 2008: 271 pages; 3615963.
237.
238.
Preschool teachers use of embedded-explicit instruction to promote literacy
by McGowan, Erin M., Ed.Sp.  California State University, Long Beach. 2016: 93 pages; 10102590.
239.
Early Indicators of Risk: How to Identify Students on the Brink
by Sparks, Julie, Ed.D.  California State University, Long Beach. 2019: 101 pages; 13898977.
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