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You searched for +publisher:"Florida International University" +contributor:("Maria Lovett"). Showing records 1 – 10 of 10 total matches.

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Florida International University

1. Garcia, Brenezza D. Crisis Leadership: The Roles University Presidents and Crisis Managers Play in Higher Education - A Case Study of the State University System of Florida.

Degree: Doctor of Education (EdD), Higher Education, 2015, Florida International University

  Universities have had a tumultuous history in terms of crises. Though crises have always existed, its definition and emphasis in the landscape of higher… (more)

Subjects/Keywords: Crisis Leadership; Crisis Management; Crisis; Higher Education; Presidents; Crisis Managers; State University System; Florida; Higher Education; Organizational Behavior and Theory

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APA (6th Edition):

Garcia, B. D. (2015). Crisis Leadership: The Roles University Presidents and Crisis Managers Play in Higher Education - A Case Study of the State University System of Florida. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2180 ; 10.25148/etd.FIDC000120 ; FIDC000120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garcia, Brenezza D. “Crisis Leadership: The Roles University Presidents and Crisis Managers Play in Higher Education - A Case Study of the State University System of Florida.” 2015. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/2180 ; 10.25148/etd.FIDC000120 ; FIDC000120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garcia, Brenezza D. “Crisis Leadership: The Roles University Presidents and Crisis Managers Play in Higher Education - A Case Study of the State University System of Florida.” 2015. Web. 19 Sep 2019.

Vancouver:

Garcia BD. Crisis Leadership: The Roles University Presidents and Crisis Managers Play in Higher Education - A Case Study of the State University System of Florida. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/2180 ; 10.25148/etd.FIDC000120 ; FIDC000120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garcia BD. Crisis Leadership: The Roles University Presidents and Crisis Managers Play in Higher Education - A Case Study of the State University System of Florida. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2180 ; 10.25148/etd.FIDC000120 ; FIDC000120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

2. Taylor, Kristina M. A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2016, Florida International University

  Parental involvement is legally mandated requirement in schools across the United States, and prevalent in special education legislation. However, methods for increasing and promoting… (more)

Subjects/Keywords: haitian; american; parent; involvement; perceptions; teacher; education; ESE; exceptional; student; south; florida; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Taylor, K. M. (2016). A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2535 ; 10.25148/etd.FIDC000786 ; FIDC000786

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Kristina M. “A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program.” 2016. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/2535 ; 10.25148/etd.FIDC000786 ; FIDC000786.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Kristina M. “A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program.” 2016. Web. 19 Sep 2019.

Vancouver:

Taylor KM. A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/2535 ; 10.25148/etd.FIDC000786 ; FIDC000786.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor KM. A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2535 ; 10.25148/etd.FIDC000786 ; FIDC000786

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

3. Coccaro-Pons, Jennifer. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.

Degree: PhD, Curriculum and Instruction, 2018, Florida International University

  Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or… (more)

Subjects/Keywords: Hoax Websites; Hoaxes; Evaluating Websites; Trustworthiness; Information Literacy; Metaliteracy; Fake News; Epistemic Beliefs; Web Evaluation Strategies; Arts and Humanities; Communication; Computer Sciences; Curriculum and Instruction; Education; Epistemology; Language and Literacy Education; Online and Distance Education; Philosophy; Science and Technology Studies; Teacher Education and Professional Development

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APA (6th Edition):

Coccaro-Pons, J. (2018). A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996

Chicago Manual of Style (16th Edition):

Coccaro-Pons, Jennifer. “A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.” 2018. Doctoral Dissertation, Florida International University. Accessed September 19, 2019. https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996.

MLA Handbook (7th Edition):

Coccaro-Pons, Jennifer. “A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.” 2018. Web. 19 Sep 2019.

Vancouver:

Coccaro-Pons J. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 19]. Available from: https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996.

Council of Science Editors:

Coccaro-Pons J. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996


Florida International University

4. Galindo, Marilys. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No… (more)

Subjects/Keywords: Florida Comprehensive Assessment Test; FCAT; racial concentration; ethnic concentration; socio-economic status; SES; Title I; ESOL; English for Speakers of Other Languages; School Climate; No Child Left Behind; state standardized test; M-DCPS; Miami-Dade County Public Schools; Florida; school choice; vouchers; magnet program; charter school; academic achievement; school segregation; dominant culture; educational attainment; tracking; social segregation; residential segregation; neighborhood; poverty; homeownership; parental influence; parent involvement; parents' education; family structure; perceptions of education; School Climate Survey; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Galindo, M. (2013). A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Galindo, Marilys. “A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.” 2013. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Galindo, Marilys. “A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.” 2013. Web. 19 Sep 2019.

Vancouver:

Galindo M. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Galindo M. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

5. O'Keefe, Sabrena A. The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.

Degree: PhD, Higher Education, 2018, Florida International University

  Global leadership has been a growing area of research as our world becomes interconnected. The National Association for College Employers (NACE) Career Readiness Competencies… (more)

Subjects/Keywords: global leadership; competencies; instrument validation; self-assessment; Educational Assessment, Evaluation, and Research; Educational Leadership; Leadership Studies; Other International and Area Studies

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APA (6th Edition):

O'Keefe, S. A. (2018). The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566

Chicago Manual of Style (16th Edition):

O'Keefe, Sabrena A. “The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.” 2018. Doctoral Dissertation, Florida International University. Accessed September 19, 2019. https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566.

MLA Handbook (7th Edition):

O'Keefe, Sabrena A. “The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.” 2018. Web. 19 Sep 2019.

Vancouver:

O'Keefe SA. The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 19]. Available from: https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566.

Council of Science Editors:

O'Keefe SA. The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3694 ; 10.25148/etd.FIDC006566 ; FIDC006566


Florida International University

6. Behairy, Maram. Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  Democracy does not automatically maintain itself by prescribed constitutions and procedural codes (Dewey, 1939), but rather its citizens must have certain dispositions to protect… (more)

Subjects/Keywords: Critical Thinking Dispositions; Critical Thinking; Teaching Style; Democracy; Education for Democracy; Mixed Methods; Case Study; Case Studies; Cross-case analysis; CCTDI; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Psychology; Elementary Education and Teaching; Humane Education; Junior High, Intermediate, Middle School Education and Teaching; Other Teacher Education and Professional Development; Social and Philosophical Foundations of Education

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APA (6th Edition):

Behairy, M. (2017). Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3497 ; 10.25148/etd.FIDC004060 ; FIDC004060

Chicago Manual of Style (16th Edition):

Behairy, Maram. “Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles.” 2017. Doctoral Dissertation, Florida International University. Accessed September 19, 2019. https://digitalcommons.fiu.edu/etd/3497 ; 10.25148/etd.FIDC004060 ; FIDC004060.

MLA Handbook (7th Edition):

Behairy, Maram. “Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles.” 2017. Web. 19 Sep 2019.

Vancouver:

Behairy M. Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2019 Sep 19]. Available from: https://digitalcommons.fiu.edu/etd/3497 ; 10.25148/etd.FIDC004060 ; FIDC004060.

Council of Science Editors:

Behairy M. Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles. [Doctoral Dissertation]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3497 ; 10.25148/etd.FIDC004060 ; FIDC004060


Florida International University

7. Hoyte, Jennifer. How the Use of Subjectivist Instructional Strategies in Teaching Multiple Sections of an Eighth Grade Algebra Class in Guyana Relates to Algebra Achievement and Attitude Changes toward Mathematics.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  In Guyana, South America, the Ministry of Education seeks to provide universal, inclusive education that prepares its citizens to take their productive places in… (more)

Subjects/Keywords: subjectivist instructional strategies; algebra; mathematics; attitude; achievement; challenges; eighth grade; Algebra; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education

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APA (6th Edition):

Hoyte, J. (2017). How the Use of Subjectivist Instructional Strategies in Teaching Multiple Sections of an Eighth Grade Algebra Class in Guyana Relates to Algebra Achievement and Attitude Changes toward Mathematics. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3380 ; 10.25148/etd.FIDC001956 ; FIDC001956

Chicago Manual of Style (16th Edition):

Hoyte, Jennifer. “How the Use of Subjectivist Instructional Strategies in Teaching Multiple Sections of an Eighth Grade Algebra Class in Guyana Relates to Algebra Achievement and Attitude Changes toward Mathematics.” 2017. Doctoral Dissertation, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/3380 ; 10.25148/etd.FIDC001956 ; FIDC001956.

MLA Handbook (7th Edition):

Hoyte, Jennifer. “How the Use of Subjectivist Instructional Strategies in Teaching Multiple Sections of an Eighth Grade Algebra Class in Guyana Relates to Algebra Achievement and Attitude Changes toward Mathematics.” 2017. Web. 19 Sep 2019.

Vancouver:

Hoyte J. How the Use of Subjectivist Instructional Strategies in Teaching Multiple Sections of an Eighth Grade Algebra Class in Guyana Relates to Algebra Achievement and Attitude Changes toward Mathematics. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/3380 ; 10.25148/etd.FIDC001956 ; FIDC001956.

Council of Science Editors:

Hoyte J. How the Use of Subjectivist Instructional Strategies in Teaching Multiple Sections of an Eighth Grade Algebra Class in Guyana Relates to Algebra Achievement and Attitude Changes toward Mathematics. [Doctoral Dissertation]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3380 ; 10.25148/etd.FIDC001956 ; FIDC001956


Florida International University

8. Soltan Zadeh, Maryam. History Education and the Construction of National Identity in Iran.

Degree: PhD, Exceptional Student Education, 2012, Florida International University

  This study examined the representation of national and religious dimensions of Iranian history and identity in Iranian middle school history textbooks. Furthermore, through a… (more)

Subjects/Keywords: Middle East; Iran; History Education; National Identity; Critical Discourse Analysis; Case Study; Textbooks

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APA (6th Edition):

Soltan Zadeh, M. (2012). History Education and the Construction of National Identity in Iran. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/601 ; 10.25148/etd.FI12050205 ; FI12050205

Chicago Manual of Style (16th Edition):

Soltan Zadeh, Maryam. “History Education and the Construction of National Identity in Iran.” 2012. Doctoral Dissertation, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/601 ; 10.25148/etd.FI12050205 ; FI12050205.

MLA Handbook (7th Edition):

Soltan Zadeh, Maryam. “History Education and the Construction of National Identity in Iran.” 2012. Web. 19 Sep 2019.

Vancouver:

Soltan Zadeh M. History Education and the Construction of National Identity in Iran. [Internet] [Doctoral dissertation]. Florida International University; 2012. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/601 ; 10.25148/etd.FI12050205 ; FI12050205.

Council of Science Editors:

Soltan Zadeh M. History Education and the Construction of National Identity in Iran. [Doctoral Dissertation]. Florida International University; 2012. Available from: http://digitalcommons.fiu.edu/etd/601 ; 10.25148/etd.FI12050205 ; FI12050205

9. Alvero, Aaron J. Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs.

Degree: MS, Foreign Language Education, 2016, Florida International University

  This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and… (more)

Subjects/Keywords: literacy; writing; education; Haitian; Haiti; high school; automated essay scoring; self-efficacy; computers; technology; feedback; teaching; English education; students; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Methods; Instructional Media Design; International and Comparative Education; Secondary Education and Teaching

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APA (6th Edition):

Alvero, A. J. (2016). Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2569 ; 10.25148/etd.FIDC000756 ; FIDC000756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alvero, Aaron J. “Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs.” 2016. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/2569 ; 10.25148/etd.FIDC000756 ; FIDC000756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alvero, Aaron J. “Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs.” 2016. Web. 19 Sep 2019.

Vancouver:

Alvero AJ. Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/2569 ; 10.25148/etd.FIDC000756 ; FIDC000756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alvero AJ. Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2569 ; 10.25148/etd.FIDC000756 ; FIDC000756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Gonzalez, Carlos E. What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema.

Degree: Doctor of Education (EdD), Higher Education, 2015, Florida International University

  The primary purpose of this study was to explore representations of higher education in film. In order to achieve that objective this study consisted… (more)

Subjects/Keywords: Higher education; Communication and the arts; Education; Films; Cinema; Popular Culture; Literature; Postmodernism; Film and Media Studies; Higher Education; Modern Literature; Social and Philosophical Foundations of Education

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APA (6th Edition):

Gonzalez, C. E. (2015). What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2190 ; 10.25148/etd.FIDC000110 ; FIDC000110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gonzalez, Carlos E. “What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema.” 2015. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/2190 ; 10.25148/etd.FIDC000110 ; FIDC000110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gonzalez, Carlos E. “What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema.” 2015. Web. 19 Sep 2019.

Vancouver:

Gonzalez CE. What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/2190 ; 10.25148/etd.FIDC000110 ; FIDC000110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gonzalez CE. What We’ve Got Here is a Failure to Communicate: A Postmodern Analysis of Representations of Higher Education in Cinema. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2190 ; 10.25148/etd.FIDC000110 ; FIDC000110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.