Global ETD Search

171	ZINC ADSORPTION AND DESORPTION IN CALCAREOUS SOILS Udo, Eno Jumbo, 1937- January 1968 (has links) No description available. Soils -- Zinc content. Calcareous soils.
172	Groundwater arsenic pollution in Bangladesh : a study of water consumption behaviour and decision-making processes within rural communities Choudhury, Zubaida Akhtar January 2012 (has links) No description available. 333 Groundwater--Arsenic content--Bangladesh
173	Soil nitrogen forms and mobility in relation to crop response Turjoman, Abdul-Mannan January 1960 (has links) No description available. Soils -- Nitrogen content. Crops and nitrogen.
174	Phosphorus fractions in some Arizona soils Rauschkolb, Roy S. January 1963 (has links) No description available. Soils -- Arizona. Soils -- Phosphorus content.
175	Leaching studies on immobilized nitrogen in soils using a model system Capacchione, Michele, 1934- January 1967 (has links) No description available. Soils -- Leaching. Soils -- Nitrogen content.
176	Some characteristics of certain semi-arid soils of southern Arizona with respect to their gypsum requirements Raslan, Abdul Hamid, 1931- January 1960 (has links) No description available. Soils -- Arizona. Soils -- Gypsum content.
177	Influence of manure disposal on soil nitrogen Snitzer, Stanley, 1945- January 1975 (has links) No description available. Soils -- Nitrogen content. Fertilizers. Manures.
178	The relation of potassium exchange equilibria and yield responses of oats, barley and corn on some selected Quebec soils. Zandstra, Hubert G. January 1966 (has links) No description available. Fertilizers -- Research. Soils -- Potassium content
179	Diffusion of hydrogen in molten iron. Solar, Maurice Yvan. January 1969 (has links) No description available. Iron -- Hydrogen content Engineering, General.
180	Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy Scott, Chyllis Elayne 16 December 2013 (has links) Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179 articles), the researcher aimed to ascertain and synthesize the research on teacher preparation for content-area literacy instruction while evaluating the methodological qualities of the research. The findings are presented in an article format with the connecting theme of content-area literacy; however, the first article focused on research regarding preservice teachers and the second article on inservice teachers. Whereas, previous reviews have primarily focused on secondary teacher beliefs and attitudes this review provides a broader scope of the research, which encompasses K-16 preservice and inservice teachers’ beliefs, attitudes, instructional practices, strategies, and knowledge of content-area literacy instruction. The major findings from research on preservice teachers are: with a minimum of one content-area literacy course, this teacher preparation may prove to be less than sufficient; in addition, preservice teachers’ beliefs regarding content-area literacy are typically positive, but actual transference once in the classroom is narrow. The major findings from the inservice article suggest the need for further training, modeling, and collaboration of literacy instruction for implementation in content classes. Inservice teachers, albeit experts of their content are restricted by their own motivation and knowledge of literacy strategies, therefore literacy implementation during class instruction is restricted. By reviewing longitudinal and current research as well as building upon previous reviews, these articles closely examine preservice and inservice teacher preparation, instruction, and implementation of literacy instruction in the content-area class. Content-area literacy Education Reading

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