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You searched for +publisher:"University of Cincinnati" +contributor:("Raider-Roth, Miriam"). Showing records 1 – 16 of 16 total matches.

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University of Cincinnati

1. Woods, Angie L. Reaching Out and Jumping In: The Relational Context of Service-Learning.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2013, University of Cincinnati

 AbstractThis dissertation examines how college students’ participation in a Spanish service-learning course affected their perceptions of language culture and community. Findings demonstrate that students will… (more)

Subjects/Keywords: Foreign Language; service-learning; Spanish; relational; connection; disconnection

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APA (6th Edition):

Woods, A. L. (2013). Reaching Out and Jumping In: The Relational Context of Service-Learning. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367924787

Chicago Manual of Style (16th Edition):

Woods, Angie L. “Reaching Out and Jumping In: The Relational Context of Service-Learning.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367924787.

MLA Handbook (7th Edition):

Woods, Angie L. “Reaching Out and Jumping In: The Relational Context of Service-Learning.” 2013. Web. 19 Apr 2019.

Vancouver:

Woods AL. Reaching Out and Jumping In: The Relational Context of Service-Learning. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367924787.

Council of Science Editors:

Woods AL. Reaching Out and Jumping In: The Relational Context of Service-Learning. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367924787


University of Cincinnati

2. Kohan, Mark, Ph.D. Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2013, University of Cincinnati

 This dissertation is an arts-based action inquiry into a grassroots educational partnership for social justice in an era of high-stakes standardized testing and teaching. Drawing… (more)

Subjects/Keywords: Education; educational partnerships; social justice; YPAR; arts-based; inquiry; story

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APA (6th Edition):

Kohan, Mark, P. D. (2013). Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539

Chicago Manual of Style (16th Edition):

Kohan, Mark, Ph D. “Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539.

MLA Handbook (7th Edition):

Kohan, Mark, Ph D. “Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change.” 2013. Web. 19 Apr 2019.

Vancouver:

Kohan, Mark PD. Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539.

Council of Science Editors:

Kohan, Mark PD. Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539


University of Cincinnati

3. Bolar, Eleanor A. African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2011, University of Cincinnati

 This study investigates how ten African American clergy members fostered relationships with African American survivors of childhood sexual abuse. The research questions that guided my… (more)

Subjects/Keywords: African American Studies; African American Clergy; Religion and Spirituality; Relational Cultural Theory (RCT); Survivors of Childhood Sexual Abuse (CSA); Connection; Disconnection

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APA (6th Edition):

Bolar, E. A. (2011). African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1314114117

Chicago Manual of Style (16th Edition):

Bolar, Eleanor A. “African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1314114117.

MLA Handbook (7th Edition):

Bolar, Eleanor A. “African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse.” 2011. Web. 19 Apr 2019.

Vancouver:

Bolar EA. African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1314114117.

Council of Science Editors:

Bolar EA. African American Clergy: Fostering Supportive Relationships with Survivors of Childhood Sexual Abuse. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1314114117


University of Cincinnati

4. Hensley, Billy J. Seeking Safe Spaces: The Impact of Campus Climate on College Choice.

Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati

  This study examined the methods and markers queer students use to evaluate a university climate as an outsider during the admission process as well… (more)

Subjects/Keywords: Education; Higher Education; Education; Higher Education; Admissions; College Choice; Campus Climate; LGBTQ Studies; Queer Studies; Relational Development

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APA (6th Edition):

Hensley, B. J. (2009). Seeking Safe Spaces: The Impact of Campus Climate on College Choice. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242669308

Chicago Manual of Style (16th Edition):

Hensley, Billy J. “Seeking Safe Spaces: The Impact of Campus Climate on College Choice.” 2009. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242669308.

MLA Handbook (7th Edition):

Hensley, Billy J. “Seeking Safe Spaces: The Impact of Campus Climate on College Choice.” 2009. Web. 19 Apr 2019.

Vancouver:

Hensley BJ. Seeking Safe Spaces: The Impact of Campus Climate on College Choice. [Internet] [Doctoral dissertation]. University of Cincinnati; 2009. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242669308.

Council of Science Editors:

Hensley BJ. Seeking Safe Spaces: The Impact of Campus Climate on College Choice. [Doctoral Dissertation]. University of Cincinnati; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242669308


University of Cincinnati

5. Sharp, Michael. Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2017, University of Cincinnati

 The goal of this action-oriented case study research is to illuminate and articulate the history and complexity of service learning at the University of Cincinnati(more)

Subjects/Keywords: Educational Leadership; Service Learning; Experiential Learning; Sensemaking; Narrative Inquiry; Structuration Theory; Action Research

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APA (6th Edition):

Sharp, M. (2017). Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125

Chicago Manual of Style (16th Edition):

Sharp, Michael. “Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125.

MLA Handbook (7th Edition):

Sharp, Michael. “Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati.” 2017. Web. 19 Apr 2019.

Vancouver:

Sharp M. Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125.

Council of Science Editors:

Sharp M. Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125

6. Rector-Aranda, Amy. Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2017, University of Cincinnati

 This dissertation is an analysis of four semesters/cycles of practitioner and participatory action research inquiry on my use of critically compassionate intellectualism (CCI)—a framework of… (more)

Subjects/Keywords: Teacher Education; relational-cultural theory; social justice education; teacher education; critical pedagogy; action research; diversity

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APA (6th Edition):

Rector-Aranda, A. (2017). Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702

Chicago Manual of Style (16th Edition):

Rector-Aranda, Amy. “Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702.

MLA Handbook (7th Edition):

Rector-Aranda, Amy. “Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry.” 2017. Web. 19 Apr 2019.

Vancouver:

Rector-Aranda A. Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702.

Council of Science Editors:

Rector-Aranda A. Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702


University of Cincinnati

7. Foley, Amanda K. “Ruin Your Life for the Better:” Transformation in an Interfaith Community.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2018, University of Cincinnati

 This study investigates the transformative experiences of the interfaith community at Xavier University’s Center for Interfaith Community Engagement in Cincinnati, Ohio. Six different participant groups… (more)

Subjects/Keywords: Social Research; transformative learning; transformation; mezirow; interfaith; xavier university; Xavier center for interfaith community engagement

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APA (6th Edition):

Foley, A. K. (2018). “Ruin Your Life for the Better:” Transformation in an Interfaith Community. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin154272375517359

Chicago Manual of Style (16th Edition):

Foley, Amanda K. ““Ruin Your Life for the Better:” Transformation in an Interfaith Community.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin154272375517359.

MLA Handbook (7th Edition):

Foley, Amanda K. ““Ruin Your Life for the Better:” Transformation in an Interfaith Community.” 2018. Web. 19 Apr 2019.

Vancouver:

Foley AK. “Ruin Your Life for the Better:” Transformation in an Interfaith Community. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin154272375517359.

Council of Science Editors:

Foley AK. “Ruin Your Life for the Better:” Transformation in an Interfaith Community. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin154272375517359


University of Cincinnati

8. Stegall, John E., Jr. Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2018, University of Cincinnati

 This qualitative interview, group level assessment methodology-based, and self-reflection study examined the phenomenon of teacher evaluation from the perspectives of teachers within a local school… (more)

Subjects/Keywords: Educational Evaluation; teacher evaluation; interviews; group level assessment; self-reflection; qualitative; k12

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APA (6th Edition):

Stegall, John E., J. (2018). Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249

Chicago Manual of Style (16th Edition):

Stegall, John E., Jr. “Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249.

MLA Handbook (7th Edition):

Stegall, John E., Jr. “Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District.” 2018. Web. 19 Apr 2019.

Vancouver:

Stegall, John E. J. Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249.

Council of Science Editors:

Stegall, John E. J. Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249


University of Cincinnati

9. Straka, Ann L. Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2018, University of Cincinnati

 This dissertation is a qualitative portraiture study that explores vulnerability and resilience in teaching, using poetry and visual art as integrated elements of the portraiture… (more)

Subjects/Keywords: Education; portraiture; vulnerability; resilience; relational; teaching; arts-based

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APA (6th Edition):

Straka, A. L. (2018). Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522399869048246

Chicago Manual of Style (16th Edition):

Straka, Ann L. “Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522399869048246.

MLA Handbook (7th Edition):

Straka, Ann L. “Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching.” 2018. Web. 19 Apr 2019.

Vancouver:

Straka AL. Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522399869048246.

Council of Science Editors:

Straka AL. Perception, Permission and Purpose: Portraits of Vulnerability and Resilience in Teaching. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522399869048246


University of Cincinnati

10. Watkins, Portia L. Black Women Faculty: Portraits of Othermothering.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2018, University of Cincinnati

 This dissertation is a qualitative portraiture study that explores othermothering with Black women faculty who are employed at predominantly white institutions. This study also examines… (more)

Subjects/Keywords: Higher Education; othermothering; Black women faculty; reappointment, promotion, and tenure; predominantly white institutions; portraiture

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APA (6th Edition):

Watkins, P. L. (2018). Black Women Faculty: Portraits of Othermothering. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088

Chicago Manual of Style (16th Edition):

Watkins, Portia L. “Black Women Faculty: Portraits of Othermothering.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088.

MLA Handbook (7th Edition):

Watkins, Portia L. “Black Women Faculty: Portraits of Othermothering.” 2018. Web. 19 Apr 2019.

Vancouver:

Watkins PL. Black Women Faculty: Portraits of Othermothering. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088.

Council of Science Editors:

Watkins PL. Black Women Faculty: Portraits of Othermothering. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088

11. Stevens, Douglas M. Relational Culture among Staff in an Emerging Urban STEM High School.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2014, University of Cincinnati

 This study examines the relational culture among staff in an emerging urban science, technology, engineering, and mathematics (STEM) high school. Findings demonstrate that in the… (more)

Subjects/Keywords: Education; relational culture; relational cultural theory; STEM; urban high school; staff culture

…building adjacent to the University of Cincinnati, with which it is partnered, the school was… 

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APA (6th Edition):

Stevens, D. M. (2014). Relational Culture among Staff in an Emerging Urban STEM High School. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932

Chicago Manual of Style (16th Edition):

Stevens, Douglas M. “Relational Culture among Staff in an Emerging Urban STEM High School.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932.

MLA Handbook (7th Edition):

Stevens, Douglas M. “Relational Culture among Staff in an Emerging Urban STEM High School.” 2014. Web. 19 Apr 2019.

Vancouver:

Stevens DM. Relational Culture among Staff in an Emerging Urban STEM High School. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932.

Council of Science Editors:

Stevens DM. Relational Culture among Staff in an Emerging Urban STEM High School. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932

12. Dustman, Eric L. A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2015, University of Cincinnati

 This dissertation identifies what children understand about empathy. Utilizing an arts-informed research methodology, the children and I engaged as equal partners in one-on-one semi-structured interviews,… (more)

Subjects/Keywords: Education; Arts-Informed Research; Arts-Related Research; Empathy; Social Constructionism; Relational-Cultural Theory; Participant Engagement

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APA (6th Edition):

Dustman, E. L. (2015). A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342

Chicago Manual of Style (16th Edition):

Dustman, Eric L. “A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342.

MLA Handbook (7th Edition):

Dustman, Eric L. “A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making.” 2015. Web. 19 Apr 2019.

Vancouver:

Dustman EL. A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342.

Council of Science Editors:

Dustman EL. A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342

13. Nicholas, Mark C. Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2011, University of Cincinnati

  Empirical research on how faculty across disciplines conceptualize or assess CT is scarce. The debate on whether CT is discipline-general or discipline specific has… (more)

Subjects/Keywords: Higher Education; Critical Thinking; Assessment; Faculty; Hopeful Pedagogy

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APA (6th Edition):

Nicholas, M. C. (2011). Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321367323

Chicago Manual of Style (16th Edition):

Nicholas, Mark C. “Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321367323.

MLA Handbook (7th Edition):

Nicholas, Mark C. “Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study.” 2011. Web. 19 Apr 2019.

Vancouver:

Nicholas MC. Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321367323.

Council of Science Editors:

Nicholas MC. Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321367323

14. Jorgenson, Simon. Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2014, University of Cincinnati

 This dissertation study examined the implementation of STEM education policy by comparing teachers’ understanding and enactment of environmental projects at two STEM high schools. This… (more)

Subjects/Keywords: Education Policy; environmental education; project-based learning; sustainability; STEM education policy; STEM education

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APA (6th Edition):

Jorgenson, S. (2014). Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397467702

Chicago Manual of Style (16th Edition):

Jorgenson, Simon. “Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397467702.

MLA Handbook (7th Edition):

Jorgenson, Simon. “Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects.” 2014. Web. 19 Apr 2019.

Vancouver:

Jorgenson S. Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397467702.

Council of Science Editors:

Jorgenson S. Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397467702


University of Cincinnati

15. Stieha, Vicki. The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.

Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati

  Using relational and action oriented qualitative modes of inquiry (Cochran-Smith & Lytle, 2009; Gilligan, Spencer, Weinberg, & Bertsch, 2003; Raider-Roth, 2005), this research explores… (more)

Subjects/Keywords: Teacher Education; Teacher practice; Teacher Professional Development; Relational Theory; Inquiry Action Research

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APA (6th Edition):

Stieha, V. (2010). The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983

Chicago Manual of Style (16th Edition):

Stieha, Vicki. “The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983.

MLA Handbook (7th Edition):

Stieha, Vicki. “The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.” 2010. Web. 19 Apr 2019.

Vancouver:

Stieha V. The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983.

Council of Science Editors:

Stieha V. The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983


University of Cincinnati

16. Hellmann, Sarah. Growing Up Hard: Understanding Through Creative Expression the Resilience, Resistance, and Images of Relationships in the Lives of Three African American Adolescent Girls.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2011, University of Cincinnati

 This dissertation is an arts-based study that investigates the resilience, resistance, and images of relationships in the lives of three disadvantaged adolescent girls. The main… (more)

Subjects/Keywords: Art Education; arts-based; African American; action research; feminist

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

APA (6th Edition):

Hellmann, S. (2011). Growing Up Hard: Understanding Through Creative Expression the Resilience, Resistance, and Images of Relationships in the Lives of Three African American Adolescent Girls. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299179056

Chicago Manual of Style (16th Edition):

Hellmann, Sarah. “Growing Up Hard: Understanding Through Creative Expression the Resilience, Resistance, and Images of Relationships in the Lives of Three African American Adolescent Girls.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299179056.

MLA Handbook (7th Edition):

Hellmann, Sarah. “Growing Up Hard: Understanding Through Creative Expression the Resilience, Resistance, and Images of Relationships in the Lives of Three African American Adolescent Girls.” 2011. Web. 19 Apr 2019.

Vancouver:

Hellmann S. Growing Up Hard: Understanding Through Creative Expression the Resilience, Resistance, and Images of Relationships in the Lives of Three African American Adolescent Girls. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299179056.

Council of Science Editors:

Hellmann S. Growing Up Hard: Understanding Through Creative Expression the Resilience, Resistance, and Images of Relationships in the Lives of Three African American Adolescent Girls. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299179056

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