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You searched for +publisher:"University of Colorado" +contributor:("Ben Kirshner"). Showing records 1 – 26 of 26 total matches.

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University of Colorado

1. Hays, Jamie Michelle. An Examination of the Effects Mainstream Educational Policy and Practice Application Has on Student Learning and Identity Development.

Degree: MA, 2019, University of Colorado

 In this thesis I used the lens of Critical Educational Psychology to examine the effects of the application of mainstream educational practices on my personal… (more)

Subjects/Keywords: educational psychology; student experience; educator values; standardized testing; public schools; Educational Psychology

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APA (6th Edition):

Hays, J. M. (2019). An Examination of the Effects Mainstream Educational Policy and Practice Application Has on Student Learning and Identity Development. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/122

Chicago Manual of Style (16th Edition):

Hays, Jamie Michelle. “An Examination of the Effects Mainstream Educational Policy and Practice Application Has on Student Learning and Identity Development.” 2019. Masters Thesis, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/122.

MLA Handbook (7th Edition):

Hays, Jamie Michelle. “An Examination of the Effects Mainstream Educational Policy and Practice Application Has on Student Learning and Identity Development.” 2019. Web. 24 Jan 2020.

Vancouver:

Hays JM. An Examination of the Effects Mainstream Educational Policy and Practice Application Has on Student Learning and Identity Development. [Internet] [Masters thesis]. University of Colorado; 2019. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/122.

Council of Science Editors:

Hays JM. An Examination of the Effects Mainstream Educational Policy and Practice Application Has on Student Learning and Identity Development. [Masters Thesis]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/educ_gradetds/122


University of Colorado

2. Steptoe, Leslye Carynn. Droppin‘ Knowledge: Black women‘s communication and informal learning in an online community.

Degree: PhD, Education, 2011, University of Colorado

  The experiences of black women offer a unique perspective on how life is lived at the juncture of race and gender in the United… (more)

Subjects/Keywords: black women's communication; black women's informal learning; informal learning; online communities; Bilingual, Multilingual, and Multicultural Education; Education; Educational Sociology; Online and Distance Education

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APA (6th Edition):

Steptoe, L. C. (2011). Droppin‘ Knowledge: Black women‘s communication and informal learning in an online community. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/3

Chicago Manual of Style (16th Edition):

Steptoe, Leslye Carynn. “Droppin‘ Knowledge: Black women‘s communication and informal learning in an online community.” 2011. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/3.

MLA Handbook (7th Edition):

Steptoe, Leslye Carynn. “Droppin‘ Knowledge: Black women‘s communication and informal learning in an online community.” 2011. Web. 24 Jan 2020.

Vancouver:

Steptoe LC. Droppin‘ Knowledge: Black women‘s communication and informal learning in an online community. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/3.

Council of Science Editors:

Steptoe LC. Droppin‘ Knowledge: Black women‘s communication and informal learning in an online community. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/3


University of Colorado

3. Eyerman, Suzanne. "Don’t Ruin My Pretend": Kids Sustaining Play Interactions in Out-of-School Settings.

Degree: PhD, Education, 2011, University of Colorado

  As much as play is researched and discussed by people interested in children and childhood, studies often fail to examine closely the ways that… (more)

Subjects/Keywords: communication; interaction; learning; out-of-school; peer sphere; play; Education; Educational Psychology

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APA (6th Edition):

Eyerman, S. (2011). "Don’t Ruin My Pretend": Kids Sustaining Play Interactions in Out-of-School Settings. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/7

Chicago Manual of Style (16th Edition):

Eyerman, Suzanne. “"Don’t Ruin My Pretend": Kids Sustaining Play Interactions in Out-of-School Settings.” 2011. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/7.

MLA Handbook (7th Edition):

Eyerman, Suzanne. “"Don’t Ruin My Pretend": Kids Sustaining Play Interactions in Out-of-School Settings.” 2011. Web. 24 Jan 2020.

Vancouver:

Eyerman S. "Don’t Ruin My Pretend": Kids Sustaining Play Interactions in Out-of-School Settings. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/7.

Council of Science Editors:

Eyerman S. "Don’t Ruin My Pretend": Kids Sustaining Play Interactions in Out-of-School Settings. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/7


University of Colorado

4. Pozzoboni, Kristen Margaret. Good Kids, Bad Kids: The Social Construction of Reputations for Youth Growing Up Rural.

Degree: PhD, Education, 2011, University of Colorado

  "Idle" is a label applied by policymakers to young people (ages 16-24) who are not employed, attending school, or registered with the military. Youth… (more)

Subjects/Keywords: Adolescent development; Identity formation; Prevention education; Rural youth; Educational Psychology

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APA (6th Edition):

Pozzoboni, K. M. (2011). Good Kids, Bad Kids: The Social Construction of Reputations for Youth Growing Up Rural. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/13

Chicago Manual of Style (16th Edition):

Pozzoboni, Kristen Margaret. “Good Kids, Bad Kids: The Social Construction of Reputations for Youth Growing Up Rural.” 2011. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/13.

MLA Handbook (7th Edition):

Pozzoboni, Kristen Margaret. “Good Kids, Bad Kids: The Social Construction of Reputations for Youth Growing Up Rural.” 2011. Web. 24 Jan 2020.

Vancouver:

Pozzoboni KM. Good Kids, Bad Kids: The Social Construction of Reputations for Youth Growing Up Rural. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/13.

Council of Science Editors:

Pozzoboni KM. Good Kids, Bad Kids: The Social Construction of Reputations for Youth Growing Up Rural. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/13


University of Colorado

5. Pallios, Regina Marie. Investigating the Role of Formative Assessments in an Online Learning Environment.

Degree: MA, Education, 2011, University of Colorado

  Formative assessments are often used in face-to-face classroom settings to help foster learning. These dynamic assessments embody Vygotsky's view of learning in the zone… (more)

Subjects/Keywords: formative assessments; mediational tools; online courses; Educational Psychology

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APA (6th Edition):

Pallios, R. M. (2011). Investigating the Role of Formative Assessments in an Online Learning Environment. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/14

Chicago Manual of Style (16th Edition):

Pallios, Regina Marie. “Investigating the Role of Formative Assessments in an Online Learning Environment.” 2011. Masters Thesis, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/14.

MLA Handbook (7th Edition):

Pallios, Regina Marie. “Investigating the Role of Formative Assessments in an Online Learning Environment.” 2011. Web. 24 Jan 2020.

Vancouver:

Pallios RM. Investigating the Role of Formative Assessments in an Online Learning Environment. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/14.

Council of Science Editors:

Pallios RM. Investigating the Role of Formative Assessments in an Online Learning Environment. [Masters Thesis]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/14


University of Colorado

6. Smith, Jonnathan Edward. A Look into the Cross-Age Peer Mentoring Process and its Effects on the Individual.

Degree: PhD, Education, 2012, University of Colorado

  This study examined a cross-age peer mentoring program and the ways in which it may serve as a counter-social group to adolescent gang involvement.… (more)

Subjects/Keywords: at-risk youth; best mentoring practices; Cross-age mentoring; mentoring relationship quality level; school based mentoring; socio-emotional development; Education; Psychology

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APA (6th Edition):

Smith, J. E. (2012). A Look into the Cross-Age Peer Mentoring Process and its Effects on the Individual. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/24

Chicago Manual of Style (16th Edition):

Smith, Jonnathan Edward. “A Look into the Cross-Age Peer Mentoring Process and its Effects on the Individual.” 2012. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/24.

MLA Handbook (7th Edition):

Smith, Jonnathan Edward. “A Look into the Cross-Age Peer Mentoring Process and its Effects on the Individual.” 2012. Web. 24 Jan 2020.

Vancouver:

Smith JE. A Look into the Cross-Age Peer Mentoring Process and its Effects on the Individual. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/24.

Council of Science Editors:

Smith JE. A Look into the Cross-Age Peer Mentoring Process and its Effects on the Individual. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/educ_gradetds/24


University of Colorado

7. Skrla, Eric Samuel. Student Affect toward Feedback Provided in High School Classrooms.

Degree: MA, Education, 2011, University of Colorado

  Feedback is a vital part of any learning program. Feedback is defined as information provided to a learner that is informative about the results… (more)

Subjects/Keywords: learning; student assessment; student opinions; student motivation; Educational Assessment, Evaluation, and Research; Educational Psychology; Secondary Education

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APA (6th Edition):

Skrla, E. S. (2011). Student Affect toward Feedback Provided in High School Classrooms. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/48

Chicago Manual of Style (16th Edition):

Skrla, Eric Samuel. “Student Affect toward Feedback Provided in High School Classrooms.” 2011. Masters Thesis, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/48.

MLA Handbook (7th Edition):

Skrla, Eric Samuel. “Student Affect toward Feedback Provided in High School Classrooms.” 2011. Web. 24 Jan 2020.

Vancouver:

Skrla ES. Student Affect toward Feedback Provided in High School Classrooms. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/48.

Council of Science Editors:

Skrla ES. Student Affect toward Feedback Provided in High School Classrooms. [Masters Thesis]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/48


University of Colorado

8. Price, Emily Claire. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning.

Degree: PhD, 2018, University of Colorado

 The articles contained in this three-article dissertation collectively attend to the role of emotion in education, with a particular emphasis on the role of emotion… (more)

Subjects/Keywords: childhood studies; equity-oriented teaching and learning; play; social emotional learning; sociocultural theory; teacher education and professional development; Early Childhood Education; Education; Educational Sociology

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APA (6th Edition):

Price, E. C. (2018). The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/101

Chicago Manual of Style (16th Edition):

Price, Emily Claire. “The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning.” 2018. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/101.

MLA Handbook (7th Edition):

Price, Emily Claire. “The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning.” 2018. Web. 24 Jan 2020.

Vancouver:

Price EC. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/101.

Council of Science Editors:

Price EC. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/101


University of Colorado

9. Kaplan, Rebecca Grace. Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education.

Degree: PhD, 2018, University of Colorado

  The three articles in this dissertation explore in-service educator learning through participatory approaches, with an aim toward equity in education. Combining sociocultural theories of… (more)

Subjects/Keywords: collaboration; education equity; participatory research; professional development; social justice education; teacher learning; Education; Teacher Education and Professional Development

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APA (6th Edition):

Kaplan, R. G. (2018). Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/103

Chicago Manual of Style (16th Edition):

Kaplan, Rebecca Grace. “Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education.” 2018. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/103.

MLA Handbook (7th Edition):

Kaplan, Rebecca Grace. “Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education.” 2018. Web. 24 Jan 2020.

Vancouver:

Kaplan RG. Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/103.

Council of Science Editors:

Kaplan RG. Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/103


University of Colorado

10. Hanson, Jarrod S. In Defense of a Deliberative Democratic Civics Education.

Degree: PhD, Education, 2013, University of Colorado

  Political divides in our democracy are ever-widening. Deliberative democratic civics education provides a new way for civics education to prepare students for a democracy… (more)

Subjects/Keywords: Civics Education; Deliberative Democracy; Philosophy of Education; Civic and Community Engagement; Education; Social and Philosophical Foundations of Education; Social Influence and Political Communication

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APA (6th Edition):

Hanson, J. S. (2013). In Defense of a Deliberative Democratic Civics Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/28

Chicago Manual of Style (16th Edition):

Hanson, Jarrod S. “In Defense of a Deliberative Democratic Civics Education.” 2013. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/28.

MLA Handbook (7th Edition):

Hanson, Jarrod S. “In Defense of a Deliberative Democratic Civics Education.” 2013. Web. 24 Jan 2020.

Vancouver:

Hanson JS. In Defense of a Deliberative Democratic Civics Education. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/28.

Council of Science Editors:

Hanson JS. In Defense of a Deliberative Democratic Civics Education. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/28


University of Colorado

11. Allaman, Erin Paige. Updating Status: Tracing College Women’s Diverging Educational Pathways with Facebook.

Degree: PhD, Education, 2013, University of Colorado

  As young people incorporate digital media into the ecologies of their daily lives, new technologies play an important role in how they experience higher… (more)

Subjects/Keywords: Ethnography; Higher Education; Social Media; Women; Communication Technology and New Media; Education; Social and Cultural Anthropology; Social Media

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APA (6th Edition):

Allaman, E. P. (2013). Updating Status: Tracing College Women’s Diverging Educational Pathways with Facebook. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/32

Chicago Manual of Style (16th Edition):

Allaman, Erin Paige. “Updating Status: Tracing College Women’s Diverging Educational Pathways with Facebook.” 2013. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/32.

MLA Handbook (7th Edition):

Allaman, Erin Paige. “Updating Status: Tracing College Women’s Diverging Educational Pathways with Facebook.” 2013. Web. 24 Jan 2020.

Vancouver:

Allaman EP. Updating Status: Tracing College Women’s Diverging Educational Pathways with Facebook. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/32.

Council of Science Editors:

Allaman EP. Updating Status: Tracing College Women’s Diverging Educational Pathways with Facebook. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/32


University of Colorado

12. Rose, Tanya Renee. A Process of Definition : Studies of teacher professional identity development in communities of practice at a KIPP school.

Degree: PhD, Education, 2013, University of Colorado

  Teacher professional identity plays a key role in teacher effectiveness and retention and has a direct impact on classroom practice. While there are many… (more)

Subjects/Keywords: educators; experience; agency; habitus; networks; teacher identity; Education; Teacher Education and Professional Development

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APA (6th Edition):

Rose, T. R. (2013). A Process of Definition : Studies of teacher professional identity development in communities of practice at a KIPP school. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/37

Chicago Manual of Style (16th Edition):

Rose, Tanya Renee. “A Process of Definition : Studies of teacher professional identity development in communities of practice at a KIPP school.” 2013. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/37.

MLA Handbook (7th Edition):

Rose, Tanya Renee. “A Process of Definition : Studies of teacher professional identity development in communities of practice at a KIPP school.” 2013. Web. 24 Jan 2020.

Vancouver:

Rose TR. A Process of Definition : Studies of teacher professional identity development in communities of practice at a KIPP school. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/37.

Council of Science Editors:

Rose TR. A Process of Definition : Studies of teacher professional identity development in communities of practice at a KIPP school. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/37


University of Colorado

13. Jackson, Kirsten. Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion.

Degree: PhD, Education, 2014, University of Colorado

  This study used in-depth, individual interviews to engage seven doctoral students and a paired member of their dissertation committee in discussions about qualitative research… (more)

Subjects/Keywords: CAQDAS; NVivo; Pedagogy; QDAS; Qualitative research; Transparency; Communication Technology and New Media; Education

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APA (6th Edition):

Jackson, K. (2014). Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/40

Chicago Manual of Style (16th Edition):

Jackson, Kirsten. “Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion.” 2014. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/40.

MLA Handbook (7th Edition):

Jackson, Kirsten. “Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion.” 2014. Web. 24 Jan 2020.

Vancouver:

Jackson K. Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/40.

Council of Science Editors:

Jackson K. Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/educ_gradetds/40


University of Colorado

14. Allen, Carrie Denise. Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation.

Degree: PhD, Education, 2016, University of Colorado

  Despite the established view that STEM education should be accessible to all students, disparities continue to exist across gender, race, and social class with… (more)

Subjects/Keywords: Education reform; STEM education; Student identity; Teacher learning; Educational Psychology; Science and Mathematics Education

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APA (6th Edition):

Allen, C. D. (2016). Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/81

Chicago Manual of Style (16th Edition):

Allen, Carrie Denise. “Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation.” 2016. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/81.

MLA Handbook (7th Edition):

Allen, Carrie Denise. “Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation.” 2016. Web. 24 Jan 2020.

Vancouver:

Allen CD. Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/81.

Council of Science Editors:

Allen CD. Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/educ_gradetds/81


University of Colorado

15. Schaefbauer, Christopher Lee. Exploring Technology as a Tool to Support Healthy Eating and Food Access.

Degree: PhD, Computer Science, 2016, University of Colorado

  Food plays an important role in people's health and well being. Eating a healthy diet can improve overall health and reduce the likelihood of… (more)

Subjects/Keywords: food access; food insecurity; health behavior; healthy eating; human-computer interaction; Computer Sciences; Public Health

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APA (6th Edition):

Schaefbauer, C. L. (2016). Exploring Technology as a Tool to Support Healthy Eating and Food Access. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/csci_gradetds/129

Chicago Manual of Style (16th Edition):

Schaefbauer, Christopher Lee. “Exploring Technology as a Tool to Support Healthy Eating and Food Access.” 2016. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/csci_gradetds/129.

MLA Handbook (7th Edition):

Schaefbauer, Christopher Lee. “Exploring Technology as a Tool to Support Healthy Eating and Food Access.” 2016. Web. 24 Jan 2020.

Vancouver:

Schaefbauer CL. Exploring Technology as a Tool to Support Healthy Eating and Food Access. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/csci_gradetds/129.

Council of Science Editors:

Schaefbauer CL. Exploring Technology as a Tool to Support Healthy Eating and Food Access. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/csci_gradetds/129


University of Colorado

16. Jones, Hannah Rose. Postsecondary Pathways: How First-Generation Rural Youth Negotiate College-Going.

Degree: PhD, Education, 2014, University of Colorado

  There is a long tradition in college access research suggesting that low-income parents without college diplomas are either unable to help their children or… (more)

Subjects/Keywords: College Access; College at All Costs Discourse; First-Generation; Rural; Educational Psychology

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APA (6th Edition):

Jones, H. R. (2014). Postsecondary Pathways: How First-Generation Rural Youth Negotiate College-Going. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/41

Chicago Manual of Style (16th Edition):

Jones, Hannah Rose. “Postsecondary Pathways: How First-Generation Rural Youth Negotiate College-Going.” 2014. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/41.

MLA Handbook (7th Edition):

Jones, Hannah Rose. “Postsecondary Pathways: How First-Generation Rural Youth Negotiate College-Going.” 2014. Web. 24 Jan 2020.

Vancouver:

Jones HR. Postsecondary Pathways: How First-Generation Rural Youth Negotiate College-Going. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/41.

Council of Science Editors:

Jones HR. Postsecondary Pathways: How First-Generation Rural Youth Negotiate College-Going. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/educ_gradetds/41


University of Colorado

17. Wexler Love, Emily. Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community.

Degree: PhD, Education, 2010, University of Colorado

  This dissertation study, Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community, relies on youth voices to examine the structural forces that… (more)

Subjects/Keywords: Family separation; undocumented; high-school students; perspectives; policy; Bilingual, Multilingual, and Multicultural Education; Education Policy; Family, Life Course, and Society; Latina/o Studies

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APA (6th Edition):

Wexler Love, E. (2010). Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/49

Chicago Manual of Style (16th Edition):

Wexler Love, Emily. “Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community.” 2010. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/49.

MLA Handbook (7th Edition):

Wexler Love, Emily. “Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community.” 2010. Web. 24 Jan 2020.

Vancouver:

Wexler Love E. Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community. [Internet] [Doctoral dissertation]. University of Colorado; 2010. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/49.

Council of Science Editors:

Wexler Love E. Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community. [Doctoral Dissertation]. University of Colorado; 2010. Available from: https://scholar.colorado.edu/educ_gradetds/49


University of Colorado

18. Graves, Julie Eads. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.

Degree: PhD, Education, 2013, University of Colorado

  Despite the societal and legal progress of the gay rights movement in the last two decades, the negative impacts of society's marginalization of gay… (more)

Subjects/Keywords: dialogue; discourse; homosexuality; narrative; prejudice; transformational; Adult and Continuing Education; Adult and Continuing Education and Teaching; Educational Psychology

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APA (6th Edition):

Graves, J. E. (2013). Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/51

Chicago Manual of Style (16th Edition):

Graves, Julie Eads. “Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.” 2013. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/51.

MLA Handbook (7th Edition):

Graves, Julie Eads. “Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.” 2013. Web. 24 Jan 2020.

Vancouver:

Graves JE. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/51.

Council of Science Editors:

Graves JE. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/51


University of Colorado

19. Domínguez, Michael C. Decolonizing Teacher Education: Explorations of Expansive Learning and Culturally Sustaining Pedagogy in a Social Design Experiment.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation is an exploration of two pressing challenges in education: first, the preparation of novice educators who are well positioned to support consequential… (more)

Subjects/Keywords: Critical Pedagogy; Ethnic Studies; Teacher Education; Bilingual, Multilingual, and Multicultural Education; Race, Ethnicity and Post-Colonial Studies; Teacher Education and Professional Development

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APA (6th Edition):

Domínguez, M. C. (2015). Decolonizing Teacher Education: Explorations of Expansive Learning and Culturally Sustaining Pedagogy in a Social Design Experiment. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/59

Chicago Manual of Style (16th Edition):

Domínguez, Michael C. “Decolonizing Teacher Education: Explorations of Expansive Learning and Culturally Sustaining Pedagogy in a Social Design Experiment.” 2015. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/59.

MLA Handbook (7th Edition):

Domínguez, Michael C. “Decolonizing Teacher Education: Explorations of Expansive Learning and Culturally Sustaining Pedagogy in a Social Design Experiment.” 2015. Web. 24 Jan 2020.

Vancouver:

Domínguez MC. Decolonizing Teacher Education: Explorations of Expansive Learning and Culturally Sustaining Pedagogy in a Social Design Experiment. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/59.

Council of Science Editors:

Domínguez MC. Decolonizing Teacher Education: Explorations of Expansive Learning and Culturally Sustaining Pedagogy in a Social Design Experiment. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/59


University of Colorado

20. Basile, Vincent. Standin' Tall: (De)criminalization and Acts of Resistance Among Boys of Color in an Elementary After School STEM Program.

Degree: PhD, Education, 2015, University of Colorado

  The United States current incarcerates more citizens than any other country in history, by disproportionately targeting men and boys of color through mechanisms such… (more)

Subjects/Keywords: Acts of Resistance; African American; Criminalization; Latino; Mathematics Education; Science Education; Elementary Education; Science and Mathematics Education

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APA (6th Edition):

Basile, V. (2015). Standin' Tall: (De)criminalization and Acts of Resistance Among Boys of Color in an Elementary After School STEM Program. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/68

Chicago Manual of Style (16th Edition):

Basile, Vincent. “Standin' Tall: (De)criminalization and Acts of Resistance Among Boys of Color in an Elementary After School STEM Program.” 2015. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/68.

MLA Handbook (7th Edition):

Basile, Vincent. “Standin' Tall: (De)criminalization and Acts of Resistance Among Boys of Color in an Elementary After School STEM Program.” 2015. Web. 24 Jan 2020.

Vancouver:

Basile V. Standin' Tall: (De)criminalization and Acts of Resistance Among Boys of Color in an Elementary After School STEM Program. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/68.

Council of Science Editors:

Basile V. Standin' Tall: (De)criminalization and Acts of Resistance Among Boys of Color in an Elementary After School STEM Program. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/68


University of Colorado

21. Wenk, Michael. Making Space for Unsanctioned Texts: The Queer Sensibility of Youth in the Construction of High School Writing Assignments.

Degree: PhD, Education, 2015, University of Colorado

  Schools consistently prove to be unwelcoming environments for queer students. Queer issues and identities are often marginalized or even erased from curricula, putting queer… (more)

Subjects/Keywords: critical literacy; discourse; queer pedagogy; Creative Writing; Curriculum and Instruction; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6th Edition):

Wenk, M. (2015). Making Space for Unsanctioned Texts: The Queer Sensibility of Youth in the Construction of High School Writing Assignments. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/72

Chicago Manual of Style (16th Edition):

Wenk, Michael. “Making Space for Unsanctioned Texts: The Queer Sensibility of Youth in the Construction of High School Writing Assignments.” 2015. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/72.

MLA Handbook (7th Edition):

Wenk, Michael. “Making Space for Unsanctioned Texts: The Queer Sensibility of Youth in the Construction of High School Writing Assignments.” 2015. Web. 24 Jan 2020.

Vancouver:

Wenk M. Making Space for Unsanctioned Texts: The Queer Sensibility of Youth in the Construction of High School Writing Assignments. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/72.

Council of Science Editors:

Wenk M. Making Space for Unsanctioned Texts: The Queer Sensibility of Youth in the Construction of High School Writing Assignments. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/72


University of Colorado

22. Gonzalez Ybarra, Monica. “Here, I Already Feel Smart”: Exploring Chicana Feminist Literacy Pedagogies with Youth in an (Im)migrant Housing Community.

Degree: PhD, 2018, University of Colorado

 This qualitative study focuses on the literacies produced, practiced, and embodied among Chicanx/Latinx youth in an im(migrant) housing community. Working at the intersections of Chicana… (more)

Subjects/Keywords: chicana; feminist; immigrant; latinx; literacy; youth; Community-Based Research; Education

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APA (6th Edition):

Gonzalez Ybarra, M. (2018). “Here, I Already Feel Smart”: Exploring Chicana Feminist Literacy Pedagogies with Youth in an (Im)migrant Housing Community. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/107

Chicago Manual of Style (16th Edition):

Gonzalez Ybarra, Monica. ““Here, I Already Feel Smart”: Exploring Chicana Feminist Literacy Pedagogies with Youth in an (Im)migrant Housing Community.” 2018. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/107.

MLA Handbook (7th Edition):

Gonzalez Ybarra, Monica. ““Here, I Already Feel Smart”: Exploring Chicana Feminist Literacy Pedagogies with Youth in an (Im)migrant Housing Community.” 2018. Web. 24 Jan 2020.

Vancouver:

Gonzalez Ybarra M. “Here, I Already Feel Smart”: Exploring Chicana Feminist Literacy Pedagogies with Youth in an (Im)migrant Housing Community. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/107.

Council of Science Editors:

Gonzalez Ybarra M. “Here, I Already Feel Smart”: Exploring Chicana Feminist Literacy Pedagogies with Youth in an (Im)migrant Housing Community. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/107


University of Colorado

23. White, Angie B. A Communication Approach to Confronting Poverty: Creating Interactional Capital and Building Cross-Class Community through Collective Communicative Practices in the Boulder County Circles Campaign.

Degree: PhD, Communication, 2012, University of Colorado

  This qualitative, ethnographic research study documented the use and effects of collective communicative practices (CCPs) employed by an organization, called Circles, that aims to… (more)

Subjects/Keywords: communicative practices; community building; interactional capital; poverty; Communication; Community-Based Research

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APA (6th Edition):

White, A. B. (2012). A Communication Approach to Confronting Poverty: Creating Interactional Capital and Building Cross-Class Community through Collective Communicative Practices in the Boulder County Circles Campaign. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/32

Chicago Manual of Style (16th Edition):

White, Angie B. “A Communication Approach to Confronting Poverty: Creating Interactional Capital and Building Cross-Class Community through Collective Communicative Practices in the Boulder County Circles Campaign.” 2012. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/comm_gradetds/32.

MLA Handbook (7th Edition):

White, Angie B. “A Communication Approach to Confronting Poverty: Creating Interactional Capital and Building Cross-Class Community through Collective Communicative Practices in the Boulder County Circles Campaign.” 2012. Web. 24 Jan 2020.

Vancouver:

White AB. A Communication Approach to Confronting Poverty: Creating Interactional Capital and Building Cross-Class Community through Collective Communicative Practices in the Boulder County Circles Campaign. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/comm_gradetds/32.

Council of Science Editors:

White AB. A Communication Approach to Confronting Poverty: Creating Interactional Capital and Building Cross-Class Community through Collective Communicative Practices in the Boulder County Circles Campaign. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/comm_gradetds/32


University of Colorado

24. Pritchard, Stephanie Faith. A Mixed Methods Investigation of Introductory Music Education Courses, Preservice Music Teaching Efficacy Beliefs, and Commitment to Music Teaching.

Degree: PhD, 2013, University of Colorado

  The purpose of this study was to gain an understanding of practices characteristic of introductory music teacher education courses including timing (when offered), content,… (more)

Subjects/Keywords: music teacher education; self-efficacy; mentoring; Music Education; Teacher Education and Professional Development

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APA (6th Edition):

Pritchard, S. F. (2013). A Mixed Methods Investigation of Introductory Music Education Courses, Preservice Music Teaching Efficacy Beliefs, and Commitment to Music Teaching. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/mued_gradetds/2

Chicago Manual of Style (16th Edition):

Pritchard, Stephanie Faith. “A Mixed Methods Investigation of Introductory Music Education Courses, Preservice Music Teaching Efficacy Beliefs, and Commitment to Music Teaching.” 2013. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/mued_gradetds/2.

MLA Handbook (7th Edition):

Pritchard, Stephanie Faith. “A Mixed Methods Investigation of Introductory Music Education Courses, Preservice Music Teaching Efficacy Beliefs, and Commitment to Music Teaching.” 2013. Web. 24 Jan 2020.

Vancouver:

Pritchard SF. A Mixed Methods Investigation of Introductory Music Education Courses, Preservice Music Teaching Efficacy Beliefs, and Commitment to Music Teaching. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/mued_gradetds/2.

Council of Science Editors:

Pritchard SF. A Mixed Methods Investigation of Introductory Music Education Courses, Preservice Music Teaching Efficacy Beliefs, and Commitment to Music Teaching. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/mued_gradetds/2


University of Colorado

25. Teeters, Leah Anne. Studying and Designing for Equity-Oriented Social Change.

Degree: PhD, Education, 2016, University of Colorado

  1.) Relationships de Confianza and the Organization of Collective Social Action We examine the relational elements of community change, focusing on how community health… (more)

Subjects/Keywords: Community Based Research; Community Development; Community Health Workers; ICTD; Learning Technology; Promotoras; Health and Physical Education; Health Communication; Instructional Media Design

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APA (6th Edition):

Teeters, L. A. (2016). Studying and Designing for Equity-Oriented Social Change. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/82

Chicago Manual of Style (16th Edition):

Teeters, Leah Anne. “Studying and Designing for Equity-Oriented Social Change.” 2016. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/82.

MLA Handbook (7th Edition):

Teeters, Leah Anne. “Studying and Designing for Equity-Oriented Social Change.” 2016. Web. 24 Jan 2020.

Vancouver:

Teeters LA. Studying and Designing for Equity-Oriented Social Change. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/82.

Council of Science Editors:

Teeters LA. Studying and Designing for Equity-Oriented Social Change. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/educ_gradetds/82


University of Colorado

26. DiGiacomo, Daniela Kruel. Organizing for Relational Equity in Teaching and Learning: An Investigation of the Potential of Adult-Youth Relationships.

Degree: PhD, 2017, University of Colorado

 The interdisciplinary field of the Learning Sciences has made significant strides in understanding basic processes in human learning, and identifying implications for the design of… (more)

Subjects/Keywords: adult-youth relationships; equity; relational equity; teaching and learning; youth development; pedagogy; Curriculum and Instruction; Education

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APA (6th Edition):

DiGiacomo, D. K. (2017). Organizing for Relational Equity in Teaching and Learning: An Investigation of the Potential of Adult-Youth Relationships. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/87

Chicago Manual of Style (16th Edition):

DiGiacomo, Daniela Kruel. “Organizing for Relational Equity in Teaching and Learning: An Investigation of the Potential of Adult-Youth Relationships.” 2017. Doctoral Dissertation, University of Colorado. Accessed January 24, 2020. https://scholar.colorado.edu/educ_gradetds/87.

MLA Handbook (7th Edition):

DiGiacomo, Daniela Kruel. “Organizing for Relational Equity in Teaching and Learning: An Investigation of the Potential of Adult-Youth Relationships.” 2017. Web. 24 Jan 2020.

Vancouver:

DiGiacomo DK. Organizing for Relational Equity in Teaching and Learning: An Investigation of the Potential of Adult-Youth Relationships. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2020 Jan 24]. Available from: https://scholar.colorado.edu/educ_gradetds/87.

Council of Science Editors:

DiGiacomo DK. Organizing for Relational Equity in Teaching and Learning: An Investigation of the Potential of Adult-Youth Relationships. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/87

.