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31.
An Examination of the Validity of State Standardized Testing of English Language Learners
by Gonzalez, Arturo, Ed.D.  Northwest Nazarene University. 2016: 133 pages; 10240280.
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Latino parents' perception of parental involvement
by Allison Donald, Althea, Ph.D.  Capella University. 2009: 160 pages; 3360453.
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Developing an understanding of cultural aspects and beliefs of Latino/a families experiencing the American educational system
by Sweeden, Renee Leelnorearl Presley, Ph.D.  University of Missouri - Kansas City. 2011: 314 pages; 3454581.
40.
Multimodal tasks to support science learning in linguistically diverse classrooms: Three complementary perspectives
by Menon, Preetha Krishnan, Ph.D.  University of California, Santa Cruz. 2015: 326 pages; 3715256.
41.
Exploring the Predictors of High School Achievement for English Learners and Reclassified Fluent English Proficient Students
by Chaves Noguera, Wendy Rebeca, Ed.D.  California State University, Long Beach. 2019: 70 pages; 13899682.
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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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Liminal Being: Language, Becoming and Belonging
by Gamboa, Jorge C., Ed.D.  California State University, Long Beach. 2018: 121 pages; 10825284.
48.
Crossing the tracks: A qualitative phenomenological study of an urban inner city charter high-school
by Reznikova-Eisenberg, Yuliya, Ed.D.  Pepperdine University. 2016: 178 pages; 10141723.
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Exploring the Experiences of Hispanic ESL Students in ESL Programs
by Calderon, Raynelda A., Ed.D.  Walden University. 2016: 158 pages; 10243901.
54.
Drawing as a Pre-write Strategy in Narrative Writing for Elementary English Language Learners
by Fraser, Melissa A., Ph.D.  Northcentral University. 2015: 142 pages; 3722037.
55.
A Case Study: Meeting the Needs of English Learners With Limited or Interrupted Formal Education
by Marrero Col√≥n, Michelle Ivette, Ed.D.  Nova Southeastern University. 2019: 167 pages; 13428604.
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Computational models of problems with writing of English as a second language learners
by Xue, Huichao, Ph.D.  University of Pittsburgh. 2015: 119 pages; 3735883.
59.
English learners with limited or interrupted formal education: Risk and resilience in educational outcomes
by Browder, Christopher Todd, Ph.D.  University of Maryland, Baltimore County. 2014: 268 pages; 3637307.
60.
The impact of the college success path program on the college-readiness of long-term English learners
by Parcell, Peter J., Ed.D.  California State University, Fullerton. 2015: 98 pages; 3662517.
31 - 60 of 51535 displayed.
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