Thomas R Tretter
Biographic Data
| ID | 1692666 |
|---|---|
| NAME | Thomas R Tretter |
| GIVEN NAMES | Thomas R |
| FAMILY NAME | Tretter |
| SIGNATURE | TRETTER T R |
| AFFILIATIONS | University of Louisville |
| ORCID | 0000-0003-3144-0431 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Narratives Informing Student Sense of Belonging as a Developmental Process
This article is part of a longitudinal study on academic sense of belonging (SB) in engineering, which uses narrative analysis to examine development of meaning-making systems (MMS). Featuring narratives of three students of color, findings show that over time, some students experienced subject-object shifts in their perceptions of SB, as well as changing salience of SB across sub-contexts of their academic experience. Access to anchor points hel…
“Where I feel the most connected
Developing science-specific, technical vocabulary of high school newcomer English learners
This paper reports on the curriculum development stage for a larger science–literacy intervention for secondary school newcomers enrolled in an urban US school. After providing background to the study, we review literature on effective vocabulary instruction and report on the Science Vocabulary Support program development, refinement, and preliminary effectiveness evaluation in a sample of 92 emergent bilinguals. Results indicated that pre-to-pos…
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
This nonexperimental study explored the relationships among individual differences, contextual variables, and reading achievement of English language learners ( ELL s) in one large urban school district in the United States. The sample comprised 840 students in Grades 3–8 and 10 nested within 37 schools. Hierarchical linear modeling results indicate that English proficiency, metacognitive strategies, native language literacy, and school‐quality i…
English Language Learners and Academic Achievement
This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs…
English Language Learners and Academic Achievement
This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs…
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
This nonexperimental study explored the relationships among individual differences, contextual variables, and reading achievement of English language learners ( ELL s) in one large urban school district in the United States. The sample comprised 840 students in Grades 3–8 and 10 nested within 37 schools. Hierarchical linear modeling results indicate that English proficiency, metacognitive strategies, native language literacy, and school‐quality i…
English Language Learners and Academic Achievement
This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs…
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
This nonexperimental study explored the relationships among individual differences, contextual variables, and reading achievement of English language learners ( ELL s) in one large urban school district in the United States. The sample comprised 840 students in Grades 3–8 and 10 nested within 37 schools. Hierarchical linear modeling results indicate that English proficiency, metacognitive strategies, native language literacy, and school‐quality i…
Developing science-specific, technical vocabulary of high school newcomer English learners
This paper reports on the curriculum development stage for a larger science–literacy intervention for secondary school newcomers enrolled in an urban US school. After providing background to the study, we review literature on effective vocabulary instruction and report on the Science Vocabulary Support program development, refinement, and preliminary effectiveness evaluation in a sample of 92 emergent bilinguals. Results indicated that pre-to-pos…
“Where I feel the most connected
Narratives Informing Student Sense of Belonging as a Developmental Process
This article is part of a longitudinal study on academic sense of belonging (SB) in engineering, which uses narrative analysis to examine development of meaning-making systems (MMS). Featuring narratives of three students of color, findings show that over time, some students experienced subject-object shifts in their perceptions of SB, as well as changing salience of SB across sub-contexts of their academic experience. Access to anchor points hel…
Psychology (5 works) · Computer Science (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Teaching method (3 works) · Academic achievement (2 works) · Ell (2 works) · English language (2 works)