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You searched for +publisher:"Loyola Marymount University" +contributor:("Antonia Darder, Ph.D."). Showing records 1 – 30 of 34 total matches.

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1. Perez, Esther Lorraine. Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

  Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some… (more)

Subjects/Keywords: Charter Schools; Critical Disability Studies; Critical Pedagogy; Learning Disabilities; Retention; Special Education; Education; Educational Leadership; Education Policy; Special Education and Teaching

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APA (6th Edition):

Perez, E. L. (2014). Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/206

Chicago Manual of Style (16th Edition):

Perez, Esther Lorraine. “Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. http://digitalcommons.lmu.edu/etd/206.

MLA Handbook (7th Edition):

Perez, Esther Lorraine. “Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities.” 2014. Web. 18 Feb 2019.

Vancouver:

Perez EL. Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 18]. Available from: http://digitalcommons.lmu.edu/etd/206.

Council of Science Editors:

Perez EL. Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: http://digitalcommons.lmu.edu/etd/206

2. Bates, Michael. Listening to Student Voices: A Critical Study of Homework.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the… (more)

Subjects/Keywords: education; high school; homework; stress; student voice; Education

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APA (6th Edition):

Bates, M. (2013). Listening to Student Voices: A Critical Study of Homework. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/233

Chicago Manual of Style (16th Edition):

Bates, Michael. “Listening to Student Voices: A Critical Study of Homework.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/233.

MLA Handbook (7th Edition):

Bates, Michael. “Listening to Student Voices: A Critical Study of Homework.” 2013. Web. 18 Feb 2019.

Vancouver:

Bates M. Listening to Student Voices: A Critical Study of Homework. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/233.

Council of Science Editors:

Bates M. Listening to Student Voices: A Critical Study of Homework. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/233

3. Hernandez, Kortney. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely… (more)

Subjects/Keywords: bicultural; decolonizing; epistemology; pedagogy; service; service learning; Education; Epistemology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Hernandez, K. (2016). Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/473

Chicago Manual of Style (16th Edition):

Hernandez, Kortney. “Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/473.

MLA Handbook (7th Edition):

Hernandez, Kortney. “Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.” 2016. Web. 18 Feb 2019.

Vancouver:

Hernandez K. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/473.

Council of Science Editors:

Hernandez K. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/473

4. Bautista, Emily Estioco. Transformative Youth Organizing: A Decolonizing Social Movement Framework.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Bautista, E. E. (2018). Transformative Youth Organizing: A Decolonizing Social Movement Framework. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/522

Chicago Manual of Style (16th Edition):

Bautista, Emily Estioco. “Transformative Youth Organizing: A Decolonizing Social Movement Framework.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/522.

MLA Handbook (7th Edition):

Bautista, Emily Estioco. “Transformative Youth Organizing: A Decolonizing Social Movement Framework.” 2018. Web. 18 Feb 2019.

Vancouver:

Bautista EE. Transformative Youth Organizing: A Decolonizing Social Movement Framework. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/522.

Council of Science Editors:

Bautista EE. Transformative Youth Organizing: A Decolonizing Social Movement Framework. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/522

5. Acevedo-Febles, Arturo Rafael. Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  Despite the expressed need for bicultural teachers, research on teacher attrition has demonstrated that a growing number of bicultural educators are leaving the classroom.… (more)

Subjects/Keywords: autoethnography; critical bicultural; heteronormative hegemony; Latino teachers; male teachers; teacher attrition; Education; Educational Leadership; Educational Sociology

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APA (6th Edition):

Acevedo-Febles, A. R. (2016). Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/454

Chicago Manual of Style (16th Edition):

Acevedo-Febles, Arturo Rafael. “Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/454.

MLA Handbook (7th Edition):

Acevedo-Febles, Arturo Rafael. “Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom.” 2016. Web. 18 Feb 2019.

Vancouver:

Acevedo-Febles AR. Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/454.

Council of Science Editors:

Acevedo-Febles AR. Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/454

6. Allen, Kara Christine. Breaking the “At Risk” Code: Deconstructing the Myth and the Label.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

  The term “at risk” is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles… (more)

Subjects/Keywords: at risk; critical theory; education policy; hegemony; labeling; narrative inquiry; Education; Educational Leadership; Education Policy

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APA (6th Edition):

Allen, K. C. (2014). Breaking the “At Risk” Code: Deconstructing the Myth and the Label. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/196

Chicago Manual of Style (16th Edition):

Allen, Kara Christine. “Breaking the “At Risk” Code: Deconstructing the Myth and the Label.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/196.

MLA Handbook (7th Edition):

Allen, Kara Christine. “Breaking the “At Risk” Code: Deconstructing the Myth and the Label.” 2014. Web. 18 Feb 2019.

Vancouver:

Allen KC. Breaking the “At Risk” Code: Deconstructing the Myth and the Label. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/196.

Council of Science Editors:

Allen KC. Breaking the “At Risk” Code: Deconstructing the Myth and the Label. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/196

7. Licea, Evelyn. Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  Schools are seeking to understand how to build positive school environments that help students learn and become good citizens in the school community. One… (more)

Subjects/Keywords: Restorative Justice; School Discipline; Education

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APA (6th Edition):

Licea, E. (2016). Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/468

Chicago Manual of Style (16th Edition):

Licea, Evelyn. “Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/468.

MLA Handbook (7th Edition):

Licea, Evelyn. “Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System.” 2016. Web. 18 Feb 2019.

Vancouver:

Licea E. Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/468.

Council of Science Editors:

Licea E. Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/468

8. Calleros, Russell Castañeda. The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  The achievement gap between Students of Color and their Euro American counterparts has persisted for decades. Too many Students of Color are becoming disinterested… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Calleros, R. C. (2018). The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/519

Chicago Manual of Style (16th Edition):

Calleros, Russell Castañeda. “The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/519.

MLA Handbook (7th Edition):

Calleros, Russell Castañeda. “The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives.” 2018. Web. 18 Feb 2019.

Vancouver:

Calleros RC. The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/519.

Council of Science Editors:

Calleros RC. The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/519

9. Vergara, Sofia. Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  Despite legal advancements recognizing the rights of individuals with disabilities, societal barriers are still arising from the medical model of disability. These obstacles have… (more)

Subjects/Keywords: Autoethnography; Critical Pedagogy; Disability; Disability Studies; Educational Leadership; Educational Leadership

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APA (6th Edition):

Vergara, S. (2017). Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/456

Chicago Manual of Style (16th Edition):

Vergara, Sofia. “Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/456.

MLA Handbook (7th Edition):

Vergara, Sofia. “Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice.” 2017. Web. 18 Feb 2019.

Vancouver:

Vergara S. Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/456.

Council of Science Editors:

Vergara S. Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/456

10. Alber, Rebecca. Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development… (more)

Subjects/Keywords: adolescent girls of color; creative writing; critical feminist pedagogy; critical literacy; critical pedagogy; secondary public school education; Education

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APA (6th Edition):

Alber, R. (2016). Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/487

Chicago Manual of Style (16th Edition):

Alber, Rebecca. “Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/487.

MLA Handbook (7th Edition):

Alber, Rebecca. “Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Web. 18 Feb 2019.

Vancouver:

Alber R. Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/487.

Council of Science Editors:

Alber R. Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/487

11. Brown, Wade E. Critical Hip-hop Graffiti Pedagogy in a Primary School.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  Educational reform movements are constantly in the process of trying to improve a fractured educational system. Many scholars contend there is a discrepancy between… (more)

Subjects/Keywords: Critical Pedagogy; Culturally Relevant Pedgagoy; Graffiti; Hip-hop Pedagogy; Education; Elementary Education and Teaching; Social and Cultural Anthropology

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APA (6th Edition):

Brown, W. E. (2015). Critical Hip-hop Graffiti Pedagogy in a Primary School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/193

Chicago Manual of Style (16th Edition):

Brown, Wade E. “Critical Hip-hop Graffiti Pedagogy in a Primary School.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/193.

MLA Handbook (7th Edition):

Brown, Wade E. “Critical Hip-hop Graffiti Pedagogy in a Primary School.” 2015. Web. 18 Feb 2019.

Vancouver:

Brown WE. Critical Hip-hop Graffiti Pedagogy in a Primary School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/193.

Council of Science Editors:

Brown WE. Critical Hip-hop Graffiti Pedagogy in a Primary School. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/193

12. Ocampo, Atheneus C. Towards a Community College [email protected] Praxis: Creating an Inclusive Cultural Space.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

Darder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction… (more)

Subjects/Keywords: Biculturalism; Counter Narrative; Critical Pedagogy; Decolonization; Pilipino/a Identity; [email protected]; Asian American Studies; Education; Educational Sociology

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APA (6th Edition):

Ocampo, A. C. (2016). Towards a Community College [email protected] Praxis: Creating an Inclusive Cultural Space. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/462

Chicago Manual of Style (16th Edition):

Ocampo, Atheneus C. “Towards a Community College [email protected] Praxis: Creating an Inclusive Cultural Space.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. http://digitalcommons.lmu.edu/etd/462.

MLA Handbook (7th Edition):

Ocampo, Atheneus C. “Towards a Community College [email protected] Praxis: Creating an Inclusive Cultural Space.” 2016. Web. 18 Feb 2019.

Vancouver:

Ocampo AC. Towards a Community College [email protected] Praxis: Creating an Inclusive Cultural Space. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: http://digitalcommons.lmu.edu/etd/462.

Council of Science Editors:

Ocampo AC. Towards a Community College [email protected] Praxis: Creating an Inclusive Cultural Space. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: http://digitalcommons.lmu.edu/etd/462

13. Pérez Aguilar, Jennifer Maria. Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  The purpose of this qualitative study was to examine Latinas’ access to Advanced Placement/ Honors courses in a Catholic female single-sex high school and… (more)

Subjects/Keywords: Access; Advanced Placement; Catholic; Latinas; single-sex; Education; Educational Leadership

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APA (6th Edition):

Pérez Aguilar, J. M. (2013). Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/216

Chicago Manual of Style (16th Edition):

Pérez Aguilar, Jennifer Maria. “Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/216.

MLA Handbook (7th Edition):

Pérez Aguilar, Jennifer Maria. “Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School.” 2013. Web. 18 Feb 2019.

Vancouver:

Pérez Aguilar JM. Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/216.

Council of Science Editors:

Pérez Aguilar JM. Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/216

14. Soza, Jesse Robert. Teacher Alienation: Reconceptualizing the Educational Work Environment.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  The following dissertation examined the relationship between dissatisfaction found within teacher working conditions and Melvin Seeman's theory of alienation. More specifically, it showed that… (more)

Subjects/Keywords: Alienation; Educational leadership; Educational work environment; Empowerment; Teacher retention; Teacher satisfaction; Education; Educational Leadership

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APA (6th Edition):

Soza, J. R. (2015). Teacher Alienation: Reconceptualizing the Educational Work Environment. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/184

Chicago Manual of Style (16th Edition):

Soza, Jesse Robert. “Teacher Alienation: Reconceptualizing the Educational Work Environment.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/184.

MLA Handbook (7th Edition):

Soza, Jesse Robert. “Teacher Alienation: Reconceptualizing the Educational Work Environment.” 2015. Web. 18 Feb 2019.

Vancouver:

Soza JR. Teacher Alienation: Reconceptualizing the Educational Work Environment. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/184.

Council of Science Editors:

Soza JR. Teacher Alienation: Reconceptualizing the Educational Work Environment. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/184

15. Arriaga Valenzuela, Luis. Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  In Mexico, as in other parts of the world, human rights violations have deep historical roots. In the forty years before this study, these… (more)

Subjects/Keywords: Center; Human Rights; Jesuits; Mexico; Social Apostolate; Latina/o Studies; Law; Sociology

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APA (6th Edition):

Arriaga Valenzuela, L. (2016). Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/483

Chicago Manual of Style (16th Edition):

Arriaga Valenzuela, Luis. “Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/483.

MLA Handbook (7th Edition):

Arriaga Valenzuela, Luis. “Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez.” 2016. Web. 18 Feb 2019.

Vancouver:

Arriaga Valenzuela L. Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/483.

Council of Science Editors:

Arriaga Valenzuela L. Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/483

16. Bastian, Scott Patrick. Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  Too often, the truth behind a phenomenon is not sought through the perspectives of the people who lived that phenomenon—“the masters of inquiry” into… (more)

Subjects/Keywords: Critical Bicultural Pedagogy; Critical Narrative Pedagogy; incarceration; juvenile justice; resilience; school-to-prison pipeline; Education; Education Policy

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APA (6th Edition):

Bastian, S. P. (2015). Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/188

Chicago Manual of Style (16th Edition):

Bastian, Scott Patrick. “Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/188.

MLA Handbook (7th Edition):

Bastian, Scott Patrick. “Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration.” 2015. Web. 18 Feb 2019.

Vancouver:

Bastian SP. Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/188.

Council of Science Editors:

Bastian SP. Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/188

17. Lucas, Brandi Odom. Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

  African-American student achievement is a pervasive problem for school communities. This qualitative research explores the Black Church’s role in the bicultural development of six… (more)

Subjects/Keywords: African-American males; Bicultural students; Black church; Culturally relevant pedagogy; African American Studies; Education

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APA (6th Edition):

Lucas, B. O. (2014). Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/205

Chicago Manual of Style (16th Edition):

Lucas, Brandi Odom. “Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/205.

MLA Handbook (7th Edition):

Lucas, Brandi Odom. “Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males.” 2014. Web. 18 Feb 2019.

Vancouver:

Lucas BO. Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/205.

Council of Science Editors:

Lucas BO. Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/205

18. Sales, Terrelle Billy. An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  This decolonizing interpretive analysis serves to provide bicultural researchers the opportunity to engage and challenge the dominant literature on pedagogy, curriculum, methodology, and schooling.… (more)

Subjects/Keywords: Decolonize; Emancipatory Pedagogy; Epistemology; Jesus Christ; Pedagogy; Theology; Epistemology; Religious Thought, Theology and Philosophy of Religion

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APA (6th Edition):

Sales, T. B. (2017). An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/458

Chicago Manual of Style (16th Edition):

Sales, Terrelle Billy. “An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/458.

MLA Handbook (7th Edition):

Sales, Terrelle Billy. “An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology.” 2017. Web. 18 Feb 2019.

Vancouver:

Sales TB. An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/458.

Council of Science Editors:

Sales TB. An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/458

19. Starnes, Martinique. Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; A. Brown & Donnor, 2011; Howard,… (more)

Subjects/Keywords: African American; Attrition; Low Income; Minority; Post Secondary; Resilience; African American Studies; Education; Feminist, Gender, and Sexuality Studies; Higher Education

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APA (6th Edition):

Starnes, M. (2015). Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/187

Chicago Manual of Style (16th Edition):

Starnes, Martinique. “Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/187.

MLA Handbook (7th Edition):

Starnes, Martinique. “Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education.” 2015. Web. 18 Feb 2019.

Vancouver:

Starnes M. Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/187.

Council of Science Editors:

Starnes M. Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/187

20. Quinto, Roydavid Villanueva. A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

  A growing number of gay and lesbian children attend Catholic schools throughout the United States; and an untold number of gay and lesbian children… (more)

Subjects/Keywords: Catholic; Critical Pedagogy; Education; Queer; Schools; Theology; Education; Lesbian, Gay, Bisexual, and Transgender Studies; Religion

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APA (6th Edition):

Quinto, R. V. (2014). A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/202

Chicago Manual of Style (16th Edition):

Quinto, Roydavid Villanueva. “A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/202.

MLA Handbook (7th Edition):

Quinto, Roydavid Villanueva. “A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education.” 2014. Web. 18 Feb 2019.

Vancouver:

Quinto RV. A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/202.

Council of Science Editors:

Quinto RV. A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/202

21. Kocsis, Tiffani. A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  Sexuality education in public schools in the United States excludes a large population of students. These exclusions are due to a long history of… (more)

Subjects/Keywords: Abstinence-Only Education; Adolescent Sexuality; Comprehensive Sex Education; Human Sexuality; Education Policy; Pedagogy; Education

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APA (6th Edition):

Kocsis, T. (2017). A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/470

Chicago Manual of Style (16th Edition):

Kocsis, Tiffani. “A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/470.

MLA Handbook (7th Edition):

Kocsis, Tiffani. “A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice.” 2017. Web. 18 Feb 2019.

Vancouver:

Kocsis T. A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/470.

Council of Science Editors:

Kocsis T. A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/470

22. Bergeron, Kenzo. Esteemicide: Countering the Legacy of Self-Esteem in Education.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The concept of self-esteem has so thoroughly infiltrated American education that “most educators believe developing self-esteem to be one of the primary purposes of… (more)

Subjects/Keywords: Critical Consciousness; Critical Pedagogy; Empowerment; Hegemony; Self-determination; Self-esteem; Educational philosophy; Education; Educational Psychology

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APA (6th Edition):

Bergeron, K. (2016). Esteemicide: Countering the Legacy of Self-Esteem in Education. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/479

Chicago Manual of Style (16th Edition):

Bergeron, Kenzo. “Esteemicide: Countering the Legacy of Self-Esteem in Education.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/479.

MLA Handbook (7th Edition):

Bergeron, Kenzo. “Esteemicide: Countering the Legacy of Self-Esteem in Education.” 2016. Web. 18 Feb 2019.

Vancouver:

Bergeron K. Esteemicide: Countering the Legacy of Self-Esteem in Education. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/479.

Council of Science Editors:

Bergeron K. Esteemicide: Countering the Legacy of Self-Esteem in Education. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/479

23. Lara, Mayra Alejandra. Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  By employing pláticas y encuentros, this qualitative study examined the testimonios of Chicana/Latina youth and their experiences with navigating the sexual politics on the… (more)

Subjects/Keywords: Chicana/Latina Feminist Theory; Critical Pedagogy; Gender; High School Students; Sexual Politics; Testimonios; Educational Leadership

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APA (6th Edition):

Lara, M. A. (2018). Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/527

Chicago Manual of Style (16th Edition):

Lara, Mayra Alejandra. “Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/527.

MLA Handbook (7th Edition):

Lara, Mayra Alejandra. “Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas.” 2018. Web. 18 Feb 2019.

Vancouver:

Lara MA. Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/527.

Council of Science Editors:

Lara MA. Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/527

24. Williams, Patricia Linn. A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  This dissertation seeks to examine the obstacles and experiences of a Black female charter school leader using an Africentric approach to educating Black children,… (more)

Subjects/Keywords: afrocentric; autoethnography; education; leadership; multicultural; African American Studies; Education

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APA (6th Edition):

Williams, P. L. (2018). A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/538

Chicago Manual of Style (16th Edition):

Williams, Patricia Linn. “A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/538.

MLA Handbook (7th Edition):

Williams, Patricia Linn. “A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach.” 2018. Web. 18 Feb 2019.

Vancouver:

Williams PL. A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/538.

Council of Science Editors:

Williams PL. A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/538

25. Gasper, Kahlil Almustafa. Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  While there is growing research about the positive impact of teaching artists (TAs), these professional arts educators are an underused resource. As a TA,… (more)

Subjects/Keywords: Arts Education; Critical Pedagogy; Hip-Hop Pedagogy; Social Justice Education; Spoken Word Pedagogy; Teaching Artist; Art Education; Educational Leadership

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APA (6th Edition):

Gasper, K. A. (2018). Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/529

Chicago Manual of Style (16th Edition):

Gasper, Kahlil Almustafa. “Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/529.

MLA Handbook (7th Edition):

Gasper, Kahlil Almustafa. “Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy.” 2018. Web. 18 Feb 2019.

Vancouver:

Gasper KA. Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/529.

Council of Science Editors:

Gasper KA. Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/529

26. Hughes, Sr., Marcus K. The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  Given the large homogeneous workforce of predominately White, middle-class female K–12 educators combined with the rising population of diverse students in the United States… (more)

Subjects/Keywords: Pedagogy; Critical Empathy; Cultural Competency; Empathy; Millennials; New Teachers; Pedagogy; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Hughes, Sr., M. K. (2017). The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/472

Chicago Manual of Style (16th Edition):

Hughes, Sr., Marcus K. “The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/472.

MLA Handbook (7th Edition):

Hughes, Sr., Marcus K. “The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers.” 2017. Web. 18 Feb 2019.

Vancouver:

Hughes, Sr. MK. The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/472.

Council of Science Editors:

Hughes, Sr. MK. The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/472

27. Pasto, James Allan. Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

  Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams.… (more)

Subjects/Keywords: Funds of Knowledge; Social Justice; Student-Teacher Realtionships; Teacher-Student Realtionships; Education

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APA (6th Edition):

Pasto, J. A. (2014). Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/200

Chicago Manual of Style (16th Edition):

Pasto, James Allan. “Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/200.

MLA Handbook (7th Edition):

Pasto, James Allan. “Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers.” 2014. Web. 18 Feb 2019.

Vancouver:

Pasto JA. Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/200.

Council of Science Editors:

Pasto JA. Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/200

28. Pirayesh, Bibinaz. A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  Much attention has been given to “bridging the gap” between research and practice since neuroscience research first made claim to its potential impact in… (more)

Subjects/Keywords: critical pedagogy; Mind; brain; education; neuroscience and education; special education; Educational Leadership; Education Policy

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APA (6th Edition):

Pirayesh, B. (2018). A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/543

Chicago Manual of Style (16th Edition):

Pirayesh, Bibinaz. “A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/543.

MLA Handbook (7th Edition):

Pirayesh, Bibinaz. “A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm.” 2018. Web. 18 Feb 2019.

Vancouver:

Pirayesh B. A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/543.

Council of Science Editors:

Pirayesh B. A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/543

29. Quirarte, Casey. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  This study, Relational Aggression, Middle School Girls, and the Development of Critical Consciousness, engaged both feminist theory and critical pedagogy as a means to… (more)

Subjects/Keywords: relational aggression; middle school; development; critical consciousness; Education

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APA (6th Edition):

Quirarte, C. (2015). Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/278

Chicago Manual of Style (16th Edition):

Quirarte, Casey. “Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/278.

MLA Handbook (7th Edition):

Quirarte, Casey. “Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.” 2015. Web. 18 Feb 2019.

Vancouver:

Quirarte C. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/278.

Council of Science Editors:

Quirarte C. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/278

30. Coleman, Dana Adams. The Schooling Experiences of African American Males Attending Predominately White Independent Schools.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as… (more)

Subjects/Keywords: Parent Involvement; Schooling Experience; African American Studies; Education

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APA (6th Edition):

Coleman, D. A. (2017). The Schooling Experiences of African American Males Attending Predominately White Independent Schools. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/477

Chicago Manual of Style (16th Edition):

Coleman, Dana Adams. “The Schooling Experiences of African American Males Attending Predominately White Independent Schools.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed February 18, 2019. https://digitalcommons.lmu.edu/etd/477.

MLA Handbook (7th Edition):

Coleman, Dana Adams. “The Schooling Experiences of African American Males Attending Predominately White Independent Schools.” 2017. Web. 18 Feb 2019.

Vancouver:

Coleman DA. The Schooling Experiences of African American Males Attending Predominately White Independent Schools. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2019 Feb 18]. Available from: https://digitalcommons.lmu.edu/etd/477.

Council of Science Editors:

Coleman DA. The Schooling Experiences of African American Males Attending Predominately White Independent Schools. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/477

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