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Phenomenological study of urban elementary teachers with proficient English language learners
Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis
An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses
Analyses and comparisons of three lexical features in native and nonnative academic English writing
ELL AND NON-ELL STUDENTSÂÂ' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL
THIRD GRADE SCIENCE TEACHERS' PERSPECTIVES ON IMPLEMENTING SENTENCE FRAMES AND WORD BANKS DURING SCIENCE LECTURES TO INCREASE THE WRITING LEVELS OF ENGLISH LANGUAGE LEARNERS
THE EFFECT OF DIFFERENT PRESENTATION FORMATS OF HYPERTEXTANNOTATIONS ON COGNTIVE LOAD, LEARNING AND LEARNER CONTROL
ACADEMIC ADVISING IN HIGHER EDUCATION: DISTANCE LEARNERS AND LEVELS OF SATISFACTION USING WEB CAMERA TECHNOLOGY
COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUTHWEST FLORIDA
Levels of engagement among male, college basketball players
COMPUTER BASED INTERVENTION AND ITS EFFECT ON BENCHMARK TEST SCORES OF ENGLISH LANGUAGE LEARNERS
CORRECT ME IF I AM WRONG: INVESTIGATING THE PREFERENCES IN ERROR CORRECTION AMONG ADULT ENGLISH LANGUAGE LEARNERS
Taxonomy of Affective Curriculum for Gifted Learners
The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy
Predictors of School Engagement for Females with Emotional and Behavioral Disabilities
The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners
CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS
THE PROBLEM OF POLYSEMY IN THE FIRST THOUSAND WORDS OF THE GENERAL SERVICE LIST: A CORPUS STUDY OF SECONDARY CHEMISTRY TEXTS
TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE ACTIVITY:USE OF A GUIDED LEARNER-GENERATED INSTRUCTIONAL STRATEGY WITHIN COMPUTER-BASED TRAINING
EFFECTIVE METHODS OF PARENT-TEACHER COMMUNICATION FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS

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