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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


This qualitative study explores the literacy development of adolescent ELLs in three middle school, Structured English Immersion (SEI) classrooms that implemented the four-hour, English Language Development (ELD), curriculum mandated by Arizona. The context of the study is set in two elementary school districts. Participants, three middle school teachers, were observed during four hours of ELD instruction within their English-only classrooms to examine literacy practices. Data were recorded using field note observations, semi-structured interviews, and artifact collection. During the year-long study, three main questions guided the design and implementation of the study: a) what kinds of literacy practices can be documented …

Contributors
Silva, Alexandria Terese, Arias, Beatriz M, Faltis, Christian, et al.
Created Date
2012

Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies were planned to address two such areas in the social development literature, specifically the longitudinal trajectories of social competence and the role of social competence in second language development in language minority (LM) students. The goal of the first investigation was to examine the developmental trends of interpersonal skills (IS) across the early childhood and elementary school years in a nationally representative, U.S. sample. The goal of the second study was to examine whether differing …

Contributors
Didonato, Alicia Moss, Wilcox, M. Jeanne, Bradley, Robert, et al.
Created Date
2014