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You searched for +publisher:"Harvard University" +contributor:("Lawrence-Lightfoot, Sara"). Showing records 1 – 14 of 14 total matches.

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Harvard University

1. Redding, Alexis Brooke. Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election.

Degree: 2018, Harvard University

Fostering the development of an engaged citizenry is one of the founding principles of American higher education (Bok, 2006; Reuben, 1996). After decades of concern… (more)

Subjects/Keywords: Education, Higher; Education, Sociology of; Psychology, Developmental

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APA (6th Edition):

Redding, A. B. (2018). Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842

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):

Redding, Alexis Brooke. “Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842.

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

MLA Handbook (7th Edition):

Redding, Alexis Brooke. “Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election.” 2018. Web. 06 Mar 2021.

Vancouver:

Redding AB. Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842.

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

Council of Science Editors:

Redding AB. Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842

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


Harvard University

2. Klonsky, Amanda Rose. The Right to Be Young: Entering Adulthood in American Jails.

Degree: 2018, Harvard University

Young people ages 18 to 24 make up 10 percent of the U.S. population, yet account for 30 percent of all arrests (Schiraldi, Western, &… (more)

Subjects/Keywords: Education; Sociology of

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APA (6th Edition):

Klonsky, A. R. (2018). The Right to Be Young: Entering Adulthood in American Jails. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451

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):

Klonsky, Amanda Rose. “The Right to Be Young: Entering Adulthood in American Jails.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451.

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

MLA Handbook (7th Edition):

Klonsky, Amanda Rose. “The Right to Be Young: Entering Adulthood in American Jails.” 2018. Web. 06 Mar 2021.

Vancouver:

Klonsky AR. The Right to Be Young: Entering Adulthood in American Jails. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451.

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

Council of Science Editors:

Klonsky AR. The Right to Be Young: Entering Adulthood in American Jails. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451

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

3. Chopra, Vidur. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.

Degree: Doctor of Education (EdD), 2018, Harvard University

The need to belong is a fundamental human need, yet in contemporary contexts of migration, conflict and forced displacement, it remains severely contested and continually… (more)

Subjects/Keywords: Education, Sociology of; Sociology, General

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APA (6th Edition):

Chopra, V. (2018). Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847

Chicago Manual of Style (16th Edition):

Chopra, Vidur. “Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.” 2018. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847.

MLA Handbook (7th Edition):

Chopra, Vidur. “Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.” 2018. Web. 06 Mar 2021.

Vancouver:

Chopra V. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847.

Council of Science Editors:

Chopra V. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847


Harvard University

4. 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

5. Liefshitz, Irene Anastasia. When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative.

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

There is a significant lack of educational research in which teachers’ talk about teaching is not mediated by researchers. In the public sphere, teachers’ voices… (more)

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

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APA (6th Edition):

Liefshitz, I. A. (2015). When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032

Chicago Manual of Style (16th Edition):

Liefshitz, Irene Anastasia. “When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative.” 2015. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032.

MLA Handbook (7th Edition):

Liefshitz, Irene Anastasia. “When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative.” 2015. Web. 06 Mar 2021.

Vancouver:

Liefshitz IA. When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032.

Council of Science Editors:

Liefshitz IA. When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032


Harvard University

6. Diaquoi, Raygine C. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.

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

Racial socialization, particularly preparation for bias and discrimination, is a long documented strategy employed by African American families to prepare their children for racist encounters.… (more)

Subjects/Keywords: Education; Sociology of

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APA (6th Edition):

Diaquoi, R. C. (2015). Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058

Chicago Manual of Style (16th Edition):

Diaquoi, Raygine C. “Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.” 2015. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

MLA Handbook (7th Edition):

Diaquoi, Raygine C. “Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.” 2015. Web. 06 Mar 2021.

Vancouver:

Diaquoi RC. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

Council of Science Editors:

Diaquoi RC. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058

7. Fei, Jessica. "Learning About Where You Are": Pedagogies of Place and Placemaking in an Urban Community Art Studio.

Degree: 2018, Harvard University

In recent decades, the concepts of place and placemaking have become influential for practitioners in numerous fields, including the arts, community development, and education. While… (more)

Subjects/Keywords: Education, Curriculum and Instruction; Education, Secondary; Education, Art

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APA (6th Edition):

Fei, J. (2018). "Learning About Where You Are": Pedagogies of Place and Placemaking in an Urban Community Art Studio. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679888

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):

Fei, Jessica. “"Learning About Where You Are": Pedagogies of Place and Placemaking in an Urban Community Art Studio.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679888.

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

MLA Handbook (7th Edition):

Fei, Jessica. “"Learning About Where You Are": Pedagogies of Place and Placemaking in an Urban Community Art Studio.” 2018. Web. 06 Mar 2021.

Vancouver:

Fei J. "Learning About Where You Are": Pedagogies of Place and Placemaking in an Urban Community Art Studio. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679888.

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

Council of Science Editors:

Fei J. "Learning About Where You Are": Pedagogies of Place and Placemaking in an Urban Community Art Studio. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679888

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

8. Mascio, Bryan Dennis. Learning to Teach: A Mixed-Methods Study of Interns Learning the Skills of Teaching.

Degree: 2018, Harvard University

Our understanding of learning has improved dramatically throughout the last century; cognitivists built upon behaviorists, and in turn provided the foundation for increasingly advanced insights… (more)

Subjects/Keywords: Education, Teacher Training; Psychology, Developmental

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APA (6th Edition):

Mascio, B. D. (2018). Learning to Teach: A Mixed-Methods Study of Interns Learning the Skills of Teaching. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935836

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):

Mascio, Bryan Dennis. “Learning to Teach: A Mixed-Methods Study of Interns Learning the Skills of Teaching.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935836.

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

MLA Handbook (7th Edition):

Mascio, Bryan Dennis. “Learning to Teach: A Mixed-Methods Study of Interns Learning the Skills of Teaching.” 2018. Web. 06 Mar 2021.

Vancouver:

Mascio BD. Learning to Teach: A Mixed-Methods Study of Interns Learning the Skills of Teaching. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935836.

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

Council of Science Editors:

Mascio BD. Learning to Teach: A Mixed-Methods Study of Interns Learning the Skills of Teaching. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935836

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

9. Horne, Michael A. Leadership for Social Transformation: Portraits of Three K-12 Black Male Education Leaders in Southern Dallas.

Degree: 2018, Harvard University

Twenty-first century K-12 education leaders are increasingly positioned as critical levers in transforming chronically underperforming schools and school systems. Efforts to enhance student and school… (more)

Subjects/Keywords: Education; Administration

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APA (6th Edition):

Horne, M. A. (2018). Leadership for Social Transformation: Portraits of Three K-12 Black Male Education Leaders in Southern Dallas. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679923

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):

Horne, Michael A. “Leadership for Social Transformation: Portraits of Three K-12 Black Male Education Leaders in Southern Dallas.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679923.

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

MLA Handbook (7th Edition):

Horne, Michael A. “Leadership for Social Transformation: Portraits of Three K-12 Black Male Education Leaders in Southern Dallas.” 2018. Web. 06 Mar 2021.

Vancouver:

Horne MA. Leadership for Social Transformation: Portraits of Three K-12 Black Male Education Leaders in Southern Dallas. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679923.

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

Council of Science Editors:

Horne MA. Leadership for Social Transformation: Portraits of Three K-12 Black Male Education Leaders in Southern Dallas. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37679923

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

10. Mundy-Shephard, Adrienne Marie. Empathy, Perspective-Taking and the Mere Exposure Effect: Understanding Adolescent Attitudes About Sexual Minorities and Reducing Prejudice Against Sexual Minority Youth.

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

 Lesbian, gay, bisexual and questioning (LGBQ) youth face considerable discrimination and peer victimization, which has been associated with a number of negative health and educational… (more)

Subjects/Keywords: Gender Studies; Psychology, Social; Sociology, Ethnic and Racial Studies

…letter, and student assent was obtained. Both the participating school district and the Harvard… …University IRB approved the study. Measures Demographic characteristics. All demographic… 

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APA (6th Edition):

Mundy-Shephard, A. M. (2015). Empathy, Perspective-Taking and the Mere Exposure Effect: Understanding Adolescent Attitudes About Sexual Minorities and Reducing Prejudice Against Sexual Minority Youth. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519640

Chicago Manual of Style (16th Edition):

Mundy-Shephard, Adrienne Marie. “Empathy, Perspective-Taking and the Mere Exposure Effect: Understanding Adolescent Attitudes About Sexual Minorities and Reducing Prejudice Against Sexual Minority Youth.” 2015. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519640.

MLA Handbook (7th Edition):

Mundy-Shephard, Adrienne Marie. “Empathy, Perspective-Taking and the Mere Exposure Effect: Understanding Adolescent Attitudes About Sexual Minorities and Reducing Prejudice Against Sexual Minority Youth.” 2015. Web. 06 Mar 2021.

Vancouver:

Mundy-Shephard AM. Empathy, Perspective-Taking and the Mere Exposure Effect: Understanding Adolescent Attitudes About Sexual Minorities and Reducing Prejudice Against Sexual Minority Youth. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519640.

Council of Science Editors:

Mundy-Shephard AM. Empathy, Perspective-Taking and the Mere Exposure Effect: Understanding Adolescent Attitudes About Sexual Minorities and Reducing Prejudice Against Sexual Minority Youth. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519640

11. Leung, Shauna Brown. Seeing Teachers at Work: A Review of the Teacher Workforce Diversity Literature.

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

Subjects/Keywords: Education; Administration

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APA (6th Edition):

Leung, S. B. (2017). Seeing Teachers at Work: A Review of the Teacher Workforce Diversity Literature. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797251

Chicago Manual of Style (16th Edition):

Leung, Shauna Brown. “Seeing Teachers at Work: A Review of the Teacher Workforce Diversity Literature.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797251.

MLA Handbook (7th Edition):

Leung, Shauna Brown. “Seeing Teachers at Work: A Review of the Teacher Workforce Diversity Literature.” 2017. Web. 06 Mar 2021.

Vancouver:

Leung SB. Seeing Teachers at Work: A Review of the Teacher Workforce Diversity Literature. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797251.

Council of Science Editors:

Leung SB. Seeing Teachers at Work: A Review of the Teacher Workforce Diversity Literature. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797251

12. Vasudevan, Deepa Sriya. The Occupational Culture and Identity of Youth Workers: A Review of the Literature.

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

Subjects/Keywords: Education, Sociology of; Sociology, Industrial and Labor Relations; Education, General

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APA (6th Edition):

Vasudevan, D. S. (2017). The Occupational Culture and Identity of Youth Workers: A Review of the Literature. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797252

Chicago Manual of Style (16th Edition):

Vasudevan, Deepa Sriya. “The Occupational Culture and Identity of Youth Workers: A Review of the Literature.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797252.

MLA Handbook (7th Edition):

Vasudevan, Deepa Sriya. “The Occupational Culture and Identity of Youth Workers: A Review of the Literature.” 2017. Web. 06 Mar 2021.

Vancouver:

Vasudevan DS. The Occupational Culture and Identity of Youth Workers: A Review of the Literature. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797252.

Council of Science Editors:

Vasudevan DS. The Occupational Culture and Identity of Youth Workers: A Review of the Literature. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797252

13. Faizi, Bibi-Zuhra. How Community-Based Education Informs Conceptualizations of Sustainability: A Critical Literature Review.

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

Subjects/Keywords: Education; General

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APA (6th Edition):

Faizi, B. (2017). How Community-Based Education Informs Conceptualizations of Sustainability: A Critical Literature Review. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797216

Chicago Manual of Style (16th Edition):

Faizi, Bibi-Zuhra. “How Community-Based Education Informs Conceptualizations of Sustainability: A Critical Literature Review.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797216.

MLA Handbook (7th Edition):

Faizi, Bibi-Zuhra. “How Community-Based Education Informs Conceptualizations of Sustainability: A Critical Literature Review.” 2017. Web. 06 Mar 2021.

Vancouver:

Faizi B. How Community-Based Education Informs Conceptualizations of Sustainability: A Critical Literature Review. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797216.

Council of Science Editors:

Faizi B. How Community-Based Education Informs Conceptualizations of Sustainability: A Critical Literature Review. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797216

14. Nikundiwe, Thomas. (Extra)Ordinary Young People, (Extra)Ordinary Demands: Portraits of Four Black Men With the Baltimore Algebra Project.

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

 As long as there have been Black people in the United States, they have struggled for the recognition of their full humanity. From the insurrection… (more)

Subjects/Keywords: Black Studies

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APA (6th Edition):

Nikundiwe, T. (2017). (Extra)Ordinary Young People, (Extra)Ordinary Demands: Portraits of Four Black Men With the Baltimore Algebra Project. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052841

Chicago Manual of Style (16th Edition):

Nikundiwe, Thomas. “(Extra)Ordinary Young People, (Extra)Ordinary Demands: Portraits of Four Black Men With the Baltimore Algebra Project.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052841.

MLA Handbook (7th Edition):

Nikundiwe, Thomas. “(Extra)Ordinary Young People, (Extra)Ordinary Demands: Portraits of Four Black Men With the Baltimore Algebra Project.” 2017. Web. 06 Mar 2021.

Vancouver:

Nikundiwe T. (Extra)Ordinary Young People, (Extra)Ordinary Demands: Portraits of Four Black Men With the Baltimore Algebra Project. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052841.

Council of Science Editors:

Nikundiwe T. (Extra)Ordinary Young People, (Extra)Ordinary Demands: Portraits of Four Black Men With the Baltimore Algebra Project. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052841

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