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You searched for +publisher:"Harvard University" +contributor:("Brennan, Karen"). Showing records 1 – 7 of 7 total matches.

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Harvard University

1. Liu, Pei Pei. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.

Degree: Doctor of Education (EdD), 2019, Harvard University

Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community";… (more)

Subjects/Keywords: teacher beliefs; student motivation; pedagogy; learning environments; college transition; classroom-based research; portraiture; secondary education; higher education; writing instruction

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APA (6th Edition):

Liu, P. P. (2019). Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Chicago Manual of Style (16th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

MLA Handbook (7th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Web. 06 Mar 2021.

Vancouver:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

Council of Science Editors:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668


Harvard University

2. Schanzer, Emmanuel Tanenbaum. Algebraic Functions, Computer Programming, and the Challenge of Transfer.

Degree: Doctor of Education (EdD), 2015, Harvard University

Students' struggles with algebra are well documented. Prior to the introduction of functions, mathematics is typically focused on applying a set of arithmetic operations to compute… (more)

Subjects/Keywords: Education, Mathematics; Computer Science; Education, Technology

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APA (6th Edition):

Schanzer, E. T. (2015). Algebraic Functions, Computer Programming, and the Challenge of Transfer. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037

Chicago Manual of Style (16th Edition):

Schanzer, Emmanuel Tanenbaum. “Algebraic Functions, Computer Programming, and the Challenge of Transfer.” 2015. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037.

MLA Handbook (7th Edition):

Schanzer, Emmanuel Tanenbaum. “Algebraic Functions, Computer Programming, and the Challenge of Transfer.” 2015. Web. 06 Mar 2021.

Vancouver:

Schanzer ET. Algebraic Functions, Computer Programming, and the Challenge of Transfer. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037.

Council of Science Editors:

Schanzer ET. Algebraic Functions, Computer Programming, and the Challenge of Transfer. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037

3. Buttimer, Christopher John. What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research.

Degree: 2018, Harvard University

Youth Participatory Action Research (YPAR) is an epistemological stance premised on the belief that young people can and should participate as researchers in an inquiry-based… (more)

Subjects/Keywords: Education, Curriculum and Instruction; Education, Secondary; Education, Social Sciences

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APA (6th Edition):

Buttimer, C. J. (2018). What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841

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):

Buttimer, Christopher John. “What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841.

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

MLA Handbook (7th Edition):

Buttimer, Christopher John. “What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research.” 2018. Web. 06 Mar 2021.

Vancouver:

Buttimer CJ. What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841.

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

Council of Science Editors:

Buttimer CJ. What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841

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

4. Elmore, Lauren Britt. “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses.

Degree: Doctor of Education (EdD), 2016, Harvard University

 If we were to believe all the rhetoric around massive open online courses (MOOCs) just a few years ago, we were witnessing the revolution in… (more)

Subjects/Keywords: Education; Higher

…started as a collaboration between just two universities (MIT and Harvard University)… 

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APA (6th Edition):

Elmore, L. B. (2016). “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688

Chicago Manual of Style (16th Edition):

Elmore, Lauren Britt. ““Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688.

MLA Handbook (7th Edition):

Elmore, Lauren Britt. ““Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses.” 2016. Web. 06 Mar 2021.

Vancouver:

Elmore LB. “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688.

Council of Science Editors:

Elmore LB. “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688

5. Frumin, Kim M. Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities.

Degree: Doctor of Education (EdD), 2016, Harvard University

Subjects/Keywords: Education, Technology; Education, Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Frumin, K. M. (2016). Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238

Chicago Manual of Style (16th Edition):

Frumin, Kim M. “Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238.

MLA Handbook (7th Edition):

Frumin, Kim M. “Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities.” 2016. Web. 06 Mar 2021.

Vancouver:

Frumin KM. Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238.

Council of Science Editors:

Frumin KM. Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238

6. Buttimer, Christopher. Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students.

Degree: Doctor of Education (EdD), 2017, Harvard University

Subjects/Keywords: Education; General

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Buttimer, C. (2017). Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219

Chicago Manual of Style (16th Edition):

Buttimer, Christopher. “Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219.

MLA Handbook (7th Edition):

Buttimer, Christopher. “Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students.” 2017. Web. 06 Mar 2021.

Vancouver:

Buttimer C. Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219.

Council of Science Editors:

Buttimer C. Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219


Harvard University

7. Blum-Smith, Sarah. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse.

Degree: Doctor of Education (EdD), 2016, Harvard University

Subjects/Keywords: Education, Technology; Education, Curriculum and Instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blum-Smith, S. (2016). Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250

Chicago Manual of Style (16th Edition):

Blum-Smith, Sarah. “Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250.

MLA Handbook (7th Edition):

Blum-Smith, Sarah. “Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse.” 2016. Web. 06 Mar 2021.

Vancouver:

Blum-Smith S. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250.

Council of Science Editors:

Blum-Smith S. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250

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