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You searched for +publisher:"University of Arizona" +contributor:("Nicholas, Sheilah"). Showing records 1 – 21 of 21 total matches.

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University of Arizona

1. Newhall, Christina Laree. Mood Marking in Unangam Tunuu .

Degree: 2016, University of Arizona

 Unangam Tunuu has been recorded since the early days of contact in the mid 1700s; it is the sole representative of the 'Aleut' branch in… (more)

Subjects/Keywords: Endangered Languages; Eskimo-Aleut; Grammatical Mood; Language Revitalization; Unangam Tunuu; Linguistics; Aleut

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APA (6th Edition):

Newhall, C. L. (2016). Mood Marking in Unangam Tunuu . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/621171

Chicago Manual of Style (16th Edition):

Newhall, Christina Laree. “Mood Marking in Unangam Tunuu .” 2016. Masters Thesis, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/621171.

MLA Handbook (7th Edition):

Newhall, Christina Laree. “Mood Marking in Unangam Tunuu .” 2016. Web. 19 Mar 2019.

Vancouver:

Newhall CL. Mood Marking in Unangam Tunuu . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/621171.

Council of Science Editors:

Newhall CL. Mood Marking in Unangam Tunuu . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621171


University of Arizona

2. Buckner, Melody J. Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs .

Degree: 2015, University of Arizona

 This study investigated digital storytelling as a meaningful and effective assessment instrument and practice for faculty-led study-abroad programs. The research was prompted by critiques from… (more)

Subjects/Keywords: Digital Storytelling; Study Abroad; Language, Reading & Culture; Assessment

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APA (6th Edition):

Buckner, M. J. (2015). Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/577308

Chicago Manual of Style (16th Edition):

Buckner, Melody J. “Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/577308.

MLA Handbook (7th Edition):

Buckner, Melody J. “Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs .” 2015. Web. 19 Mar 2019.

Vancouver:

Buckner MJ. Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/577308.

Council of Science Editors:

Buckner MJ. Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/577308


University of Arizona

3. Stevens, Philip Joel. Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation .

Degree: 2015, University of Arizona

 This dissertation examines the perception and uses of mathematics on the San Carlos Apache reservation. The initial research questions were: 1) To what extent can… (more)

Subjects/Keywords: Education; Language; Mathematics; Native American; Language, Reading & Culture; Apache

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APA (6th Edition):

Stevens, P. J. (2015). Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/593604

Chicago Manual of Style (16th Edition):

Stevens, Philip Joel. “Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/593604.

MLA Handbook (7th Edition):

Stevens, Philip Joel. “Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation .” 2015. Web. 19 Mar 2019.

Vancouver:

Stevens PJ. Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/593604.

Council of Science Editors:

Stevens PJ. Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/593604


University of Arizona

4. Chew, Kari Ann Burris. Chikashshanompa' Ilanompohóli Bíyyi'ka'chi [We Will Always Speak the Chickasaw Language]: Considering the Vitality and Efficacy of Chickasaw Language Reclamation .

Degree: 2016, University of Arizona

 This dissertation is grounded in stories of how Chickasaw people have restructured and dedicated their lives to ensuring the continuance of Chikashshanompa', their Indigenous heritage… (more)

Subjects/Keywords: Indigenous; Language Ideologies; Language Reclamation; Language Revitalization; Native American; Language, Reading & Culture; Chickasaw

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APA (6th Edition):

Chew, K. A. B. (2016). Chikashshanompa' Ilanompohóli Bíyyi'ka'chi [We Will Always Speak the Chickasaw Language]: Considering the Vitality and Efficacy of Chickasaw Language Reclamation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621788

Chicago Manual of Style (16th Edition):

Chew, Kari Ann Burris. “Chikashshanompa' Ilanompohóli Bíyyi'ka'chi [We Will Always Speak the Chickasaw Language]: Considering the Vitality and Efficacy of Chickasaw Language Reclamation .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/621788.

MLA Handbook (7th Edition):

Chew, Kari Ann Burris. “Chikashshanompa' Ilanompohóli Bíyyi'ka'chi [We Will Always Speak the Chickasaw Language]: Considering the Vitality and Efficacy of Chickasaw Language Reclamation .” 2016. Web. 19 Mar 2019.

Vancouver:

Chew KAB. Chikashshanompa' Ilanompohóli Bíyyi'ka'chi [We Will Always Speak the Chickasaw Language]: Considering the Vitality and Efficacy of Chickasaw Language Reclamation . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/621788.

Council of Science Editors:

Chew KAB. Chikashshanompa' Ilanompohóli Bíyyi'ka'chi [We Will Always Speak the Chickasaw Language]: Considering the Vitality and Efficacy of Chickasaw Language Reclamation . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621788


University of Arizona

5. LaMantia, Rachel Zoe. VERSAE: A Method for Developing Sustainable, Affordable and Energy Efficient Net-Zero Housing Linking Back to Vernacular Architecture .

Degree: 2016, University of Arizona

 The intent of this study was to design produce a comprehensible but user-friendly method that would provide a step-by-step process and guide in originating sustainable,… (more)

Subjects/Keywords: Energy Efficient; Net-Zero Housing; Sustainable; Traditional Housing; Vernacular Architecture; Architecture; Affordable

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APA (6th Edition):

LaMantia, R. Z. (2016). VERSAE: A Method for Developing Sustainable, Affordable and Energy Efficient Net-Zero Housing Linking Back to Vernacular Architecture . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/620726

Chicago Manual of Style (16th Edition):

LaMantia, Rachel Zoe. “VERSAE: A Method for Developing Sustainable, Affordable and Energy Efficient Net-Zero Housing Linking Back to Vernacular Architecture .” 2016. Masters Thesis, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/620726.

MLA Handbook (7th Edition):

LaMantia, Rachel Zoe. “VERSAE: A Method for Developing Sustainable, Affordable and Energy Efficient Net-Zero Housing Linking Back to Vernacular Architecture .” 2016. Web. 19 Mar 2019.

Vancouver:

LaMantia RZ. VERSAE: A Method for Developing Sustainable, Affordable and Energy Efficient Net-Zero Housing Linking Back to Vernacular Architecture . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/620726.

Council of Science Editors:

LaMantia RZ. VERSAE: A Method for Developing Sustainable, Affordable and Energy Efficient Net-Zero Housing Linking Back to Vernacular Architecture . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620726


University of Arizona

6. Salcido, Judith Denise. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .

Degree: 2014, University of Arizona

 Most research on low-income, racial minority students' access to higher education has been conducted in urban communities. Little research explores these students' experiences within rural… (more)

Subjects/Keywords: "community cultural wealth"; higher educational trajectories; Language, Reading & Culture; alternative forms of capital

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APA (6th Edition):

Salcido, J. D. (2014). Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/323243

Chicago Manual of Style (16th Edition):

Salcido, Judith Denise. “Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .” 2014. Masters Thesis, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/323243.

MLA Handbook (7th Edition):

Salcido, Judith Denise. “Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .” 2014. Web. 19 Mar 2019.

Vancouver:

Salcido JD. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . [Internet] [Masters thesis]. University of Arizona; 2014. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/323243.

Council of Science Editors:

Salcido JD. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . [Masters Thesis]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/323243


University of Arizona

7. Begay, Winoka Rose. Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization .

Degree: 2013, University of Arizona

 This study focuses on the theme of technology-based Indigenous language revitalization and maintenance efforts by looking at new developments in mobile technology and how they… (more)

Subjects/Keywords: Language Learning; Language Revitalization; mobile apps; mobile learning; Mobile technology; American Indian Studies; Indigenous

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APA (6th Edition):

Begay, W. R. (2013). Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/293746

Chicago Manual of Style (16th Edition):

Begay, Winoka Rose. “Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization .” 2013. Masters Thesis, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/293746.

MLA Handbook (7th Edition):

Begay, Winoka Rose. “Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization .” 2013. Web. 19 Mar 2019.

Vancouver:

Begay WR. Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization . [Internet] [Masters thesis]. University of Arizona; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/293746.

Council of Science Editors:

Begay WR. Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization . [Masters Thesis]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293746


University of Arizona

8. Cao, Naichuan. The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China .

Degree: 2016, University of Arizona

 This paper explored the process of identity formation among the Hui national minority, particularly focusing on Hui students who live and study within the majority… (more)

Subjects/Keywords: Ethnic Identity; Intergroup Relations; Educational Psychology; Academic Performance

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APA (6th Edition):

Cao, N. (2016). The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/620697

Chicago Manual of Style (16th Edition):

Cao, Naichuan. “The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China .” 2016. Masters Thesis, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/620697.

MLA Handbook (7th Edition):

Cao, Naichuan. “The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China .” 2016. Web. 19 Mar 2019.

Vancouver:

Cao N. The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/620697.

Council of Science Editors:

Cao N. The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620697


University of Arizona

9. Storie, Monique. All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam .

Degree: 2009, University of Arizona

 Grounded in Rosenblatt's transactional theory and Pacific literary theory, this qualitative case study looked at Chamorros teachers' responses to contemporary fiction books as a way… (more)

Subjects/Keywords: Children's Literature; Guam; Multicultural literature

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APA (6th Edition):

Storie, M. (2009). All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145709

Chicago Manual of Style (16th Edition):

Storie, Monique. “All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/145709.

MLA Handbook (7th Edition):

Storie, Monique. “All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam .” 2009. Web. 19 Mar 2019.

Vancouver:

Storie M. All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/145709.

Council of Science Editors:

Storie M. All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/145709

10. Tso, Elizabeth Ann. Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO .

Degree: 2017, University of Arizona

 In this multi-methodological (Gee, 2011; Hult & D. Johnson, 2015) study, I examine Richard Ruiz's (2014) original concept of the epiphenomenal nature of language in… (more)

Subjects/Keywords: critical discourse analysis; epiphenomenality; ethnic minorities; language policy; corpus linguistics

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APA (6th Edition):

Tso, E. A. (2017). Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/623063

Chicago Manual of Style (16th Edition):

Tso, Elizabeth Ann. “Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO .” 2017. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/623063.

MLA Handbook (7th Edition):

Tso, Elizabeth Ann. “Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO .” 2017. Web. 19 Mar 2019.

Vancouver:

Tso EA. Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/623063.

Council of Science Editors:

Tso EA. Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/623063


University of Arizona

11. Badoni, Georgina. Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future .

Degree: 2017, University of Arizona

 This dissertation explores the artistic expressions of Native womanhood by Native women artists. The intention is to offer further examples of creative acts of resistance… (more)

Subjects/Keywords: Native American Art Education; Native American Visual Culture; Native American Women; Native American Women Artists

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APA (6th Edition):

Badoni, G. (2017). Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625628

Chicago Manual of Style (16th Edition):

Badoni, Georgina. “Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future .” 2017. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/625628.

MLA Handbook (7th Edition):

Badoni, Georgina. “Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future .” 2017. Web. 19 Mar 2019.

Vancouver:

Badoni G. Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/625628.

Council of Science Editors:

Badoni G. Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625628


University of Arizona

12. Shadowwalker, Depree Marie. Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks .

Degree: 2012, University of Arizona

 This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of… (more)

Subjects/Keywords: Critical Pedagogy; Curriculum and Instruction; Indigenous Theory; Language Studies; Language, Reading & Culture; American Indian Studies; Critical Discourse

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APA (6th Edition):

Shadowwalker, D. M. (2012). Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228169

Chicago Manual of Style (16th Edition):

Shadowwalker, Depree Marie. “Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks .” 2012. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/228169.

MLA Handbook (7th Edition):

Shadowwalker, Depree Marie. “Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks .” 2012. Web. 19 Mar 2019.

Vancouver:

Shadowwalker DM. Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/228169.

Council of Science Editors:

Shadowwalker DM. Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228169


University of Arizona

13. Tessman, Darcy. Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools .

Degree: 2016, University of Arizona

 In education today, Latino populations are growing, but Telles and Ortiz (2013) claim they account for the lowest academic levels and the highest levels of… (more)

Subjects/Keywords: Ethic of Care; Latino Parent Involvement; Social Justice; Trust; US-Mexico Border; Educational Leadership & Policy; Community Cultural Wealth

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APA (6th Edition):

Tessman, D. (2016). Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612872

Chicago Manual of Style (16th Edition):

Tessman, Darcy. “Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/612872.

MLA Handbook (7th Edition):

Tessman, Darcy. “Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools .” 2016. Web. 19 Mar 2019.

Vancouver:

Tessman D. Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/612872.

Council of Science Editors:

Tessman D. Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612872


University of Arizona

14. Munoz, Joaquin. The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous Epistemologies, and Critical Pedagogy .

Degree: 2016, University of Arizona

 This dissertation examines the potential congruencies and complementarities of Waldorf education, Culturally Relevant Pedagogy (CRP), Culturally Responsive Schooling (CRS), Critical Pedagogy and Native American and… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Culturally Sensitive Schooling; Native American Education; Waldorf Education; Language, Reading & Culture; Critical Pedagogy

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APA (6th Edition):

Munoz, J. (2016). The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous Epistemologies, and Critical Pedagogy . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621063

Chicago Manual of Style (16th Edition):

Munoz, Joaquin. “The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous Epistemologies, and Critical Pedagogy .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/621063.

MLA Handbook (7th Edition):

Munoz, Joaquin. “The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous Epistemologies, and Critical Pedagogy .” 2016. Web. 19 Mar 2019.

Vancouver:

Munoz J. The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous Epistemologies, and Critical Pedagogy . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/621063.

Council of Science Editors:

Munoz J. The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous Epistemologies, and Critical Pedagogy . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621063


University of Arizona

15. Alturki, Norah. Inquiry and Teacher Education in the Kingdom of Saudi Arabia .

Degree: 2016, University of Arizona

 Inquiry is a learning stance that affords students with a variety of engagements to learn about a concept. It is a collaborative process where students… (more)

Subjects/Keywords: Professional Development; Saudi Arabia; Teacher Education; Inquiry Approach

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APA (6th Edition):

Alturki, N. (2016). Inquiry and Teacher Education in the Kingdom of Saudi Arabia . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/622967

Chicago Manual of Style (16th Edition):

Alturki, Norah. “Inquiry and Teacher Education in the Kingdom of Saudi Arabia .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/622967.

MLA Handbook (7th Edition):

Alturki, Norah. “Inquiry and Teacher Education in the Kingdom of Saudi Arabia .” 2016. Web. 19 Mar 2019.

Vancouver:

Alturki N. Inquiry and Teacher Education in the Kingdom of Saudi Arabia . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/622967.

Council of Science Editors:

Alturki N. Inquiry and Teacher Education in the Kingdom of Saudi Arabia . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/622967


University of Arizona

16. Calabaza, Estefanita Lynne. Through Pueblo Oral Tradition and Personal Narrative: Following the Santo Domingan 'Good Path' .

Degree: 2011, University of Arizona

 This master's thesis is an autoethnography. According to Denzin and Lincoln, an autoethnograpic piece "works to hold self and culture together, albeit not in equilibrium… (more)

Subjects/Keywords: Santo Domingo; Santo Domingan; Pueblo; Personal Narrative; Oral Tradition; Good Path

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APA (6th Edition):

Calabaza, E. L. (2011). Through Pueblo Oral Tradition and Personal Narrative: Following the Santo Domingan 'Good Path' . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/144374

Chicago Manual of Style (16th Edition):

Calabaza, Estefanita Lynne. “Through Pueblo Oral Tradition and Personal Narrative: Following the Santo Domingan 'Good Path' .” 2011. Masters Thesis, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/144374.

MLA Handbook (7th Edition):

Calabaza, Estefanita Lynne. “Through Pueblo Oral Tradition and Personal Narrative: Following the Santo Domingan 'Good Path' .” 2011. Web. 19 Mar 2019.

Vancouver:

Calabaza EL. Through Pueblo Oral Tradition and Personal Narrative: Following the Santo Domingan 'Good Path' . [Internet] [Masters thesis]. University of Arizona; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/144374.

Council of Science Editors:

Calabaza EL. Through Pueblo Oral Tradition and Personal Narrative: Following the Santo Domingan 'Good Path' . [Masters Thesis]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/144374


University of Arizona

17. Johnson, Janelle Marie. Mapping a New Field: Cross-border Professional Development for Teachers .

Degree: 2011, University of Arizona

 Many of the international, supranational, national, and grassroots development organizations working in the field of education channel their efforts into capacity-building for teachers. My research… (more)

Subjects/Keywords: cross-border education; decolonization; indigenous education; teacher education; Language, Reading & Culture; bilingual intercultural education; capacity-building

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APA (6th Edition):

Johnson, J. M. (2011). Mapping a New Field: Cross-border Professional Development for Teachers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202740

Chicago Manual of Style (16th Edition):

Johnson, Janelle Marie. “Mapping a New Field: Cross-border Professional Development for Teachers .” 2011. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/202740.

MLA Handbook (7th Edition):

Johnson, Janelle Marie. “Mapping a New Field: Cross-border Professional Development for Teachers .” 2011. Web. 19 Mar 2019.

Vancouver:

Johnson JM. Mapping a New Field: Cross-border Professional Development for Teachers . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/202740.

Council of Science Editors:

Johnson JM. Mapping a New Field: Cross-border Professional Development for Teachers . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202740


University of Arizona

18. Santa Cruz, Darlane. Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom .

Degree: 2016, University of Arizona

 This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production.… (more)

Subjects/Keywords: Decolonizing Education; Deschooling; Chicanx/Indigenous; Mothering; Unschooling; Language, Reading & Culture; Auto Ethnography

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APA (6th Edition):

Santa Cruz, D. (2016). Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620912

Chicago Manual of Style (16th Edition):

Santa Cruz, Darlane. “Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/620912.

MLA Handbook (7th Edition):

Santa Cruz, Darlane. “Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom .” 2016. Web. 19 Mar 2019.

Vancouver:

Santa Cruz D. Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/620912.

Council of Science Editors:

Santa Cruz D. Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620912

19. Healey, Gavin A. American Indian Graffiti Muralism: Survivance and Geosemiotic Signposts in the American Cityscape .

Degree: 2016, University of Arizona

 American Indian graffiti muralism is a terminology that embodies the contemporary public art form of mural production by American Indian artists using public art installations… (more)

Subjects/Keywords: Graffiti; Muralism; Native American; Public Art; Survivance; American Indian Studies; Geosemiotics

…introductory course in American Indian Studies (AIS) at the University of Arizona. As a non… 

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APA (6th Edition):

Healey, G. A. (2016). American Indian Graffiti Muralism: Survivance and Geosemiotic Signposts in the American Cityscape . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/613132

Chicago Manual of Style (16th Edition):

Healey, Gavin A. “American Indian Graffiti Muralism: Survivance and Geosemiotic Signposts in the American Cityscape .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/613132.

MLA Handbook (7th Edition):

Healey, Gavin A. “American Indian Graffiti Muralism: Survivance and Geosemiotic Signposts in the American Cityscape .” 2016. Web. 19 Mar 2019.

Vancouver:

Healey GA. American Indian Graffiti Muralism: Survivance and Geosemiotic Signposts in the American Cityscape . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/613132.

Council of Science Editors:

Healey GA. American Indian Graffiti Muralism: Survivance and Geosemiotic Signposts in the American Cityscape . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/613132

20. Feller, Nayalin Pinho. Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil .

Degree: 2015, University of Arizona

 There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in… (more)

Subjects/Keywords: Bilingualism; Biliteracy; Emergent Literacy; Indigenous Education; Translanguaging; Language, Reading & Culture; Biculturalism

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APA (6th Edition):

Feller, N. P. (2015). Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556877

Chicago Manual of Style (16th Edition):

Feller, Nayalin Pinho. “Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/556877.

MLA Handbook (7th Edition):

Feller, Nayalin Pinho. “Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil .” 2015. Web. 19 Mar 2019.

Vancouver:

Feller NP. Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/556877.

Council of Science Editors:

Feller NP. Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556877

21. Anthony-Stevens, Vanessa Erin. Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School .

Degree: 2013, University of Arizona

 This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for… (more)

Subjects/Keywords: Anthropology of education; Charter Schools; Culturally Responsive Schooling; Educational survivance; Ethnography; Language, Reading & Culture; American Indian Education

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

APA (6th Edition):

Anthony-Stevens, V. E. (2013). Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/293532

Chicago Manual of Style (16th Edition):

Anthony-Stevens, Vanessa Erin. “Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School .” 2013. Doctoral Dissertation, University of Arizona. Accessed March 19, 2019. http://hdl.handle.net/10150/293532.

MLA Handbook (7th Edition):

Anthony-Stevens, Vanessa Erin. “Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School .” 2013. Web. 19 Mar 2019.

Vancouver:

Anthony-Stevens VE. Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10150/293532.

Council of Science Editors:

Anthony-Stevens VE. Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293532

.