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You searched for +publisher:"University of Colorado" +contributor:("Susan Jurow"). Showing records 1 – 30 of 30 total matches.

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University of Colorado

1. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/7


University of Colorado

2. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/13


University of Colorado

3. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

Vancouver:

Pallios RM. Investigating the Role of Formative Assessments in an Online Learning Environment. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/14


University of Colorado

4. Garvin, Tabitha Ann. Talk in Blended‐Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group.

Degree: PhD, Education, 2011, University of Colorado

  This study is an exploration of alternative teacher professional development. While using symbolic interactionism for a research lens, it characterizes the discursive practices commonly… (more)

Subjects/Keywords: Discursive Practices; Professional Development; Small Groups; Sociolinguistics; Speech Community; Symbolic Interactionism; Anthropological Linguistics and Sociolinguistics; Educational Psychology; Teacher Education and Professional Development

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APA (6th Edition):

Garvin, T. A. (2011). Talk in Blended‐Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/16

Chicago Manual of Style (16th Edition):

Garvin, Tabitha Ann. “Talk in Blended‐Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group.” 2011. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/16.

MLA Handbook (7th Edition):

Garvin, Tabitha Ann. “Talk in Blended‐Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group.” 2011. Web. 26 Apr 2019.

Vancouver:

Garvin TA. Talk in Blended‐Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/16.

Council of Science Editors:

Garvin TA. Talk in Blended‐Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group. [Doctoral Dissertation]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/16


University of Colorado

5. Lessem, Matthew Aaron. Identity and Figured Worlds of School Technology Use.

Degree: PhD, Education, 2012, University of Colorado

  Technology use in educational contexts is a personal and social activity. It is linked to individuals' attitudes and practices as well as the culture… (more)

Subjects/Keywords: Figured worlds; Identity; Practice theory; Education; Higher Education; Technology and Innovation

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APA (6th Edition):

Lessem, M. A. (2012). Identity and Figured Worlds of School Technology Use. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/23

Chicago Manual of Style (16th Edition):

Lessem, Matthew Aaron. “Identity and Figured Worlds of School Technology Use.” 2012. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/23.

MLA Handbook (7th Edition):

Lessem, Matthew Aaron. “Identity and Figured Worlds of School Technology Use.” 2012. Web. 26 Apr 2019.

Vancouver:

Lessem MA. Identity and Figured Worlds of School Technology Use. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/23.

Council of Science Editors:

Lessem MA. Identity and Figured Worlds of School Technology Use. [Doctoral Dissertation]. University of Colorado; 2012. Available from: http://scholar.colorado.edu/educ_gradetds/23


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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://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 http://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 April 26, 2019. http://scholar.colorado.edu/educ_gradetds/48.

MLA Handbook (7th Edition):

Skrla, Eric Samuel. “Student Affect toward Feedback Provided in High School Classrooms.” 2011. Web. 26 Apr 2019.

Vancouver:

Skrla ES. Student Affect toward Feedback Provided in High School Classrooms. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/48


University of Colorado

8. Reed, Aubrie Yvonne. A Study of School Group Social Interaction at the History Colorado Center.

Degree: MS, Museum and Field Studies, 2015, University of Colorado

  This paper presents the results of an observational study focused on the social interactions occurring in school groups participating in the Colorado Time Travelers… (more)

Subjects/Keywords: constructivism; education; learning theories; museum; socio-cultural; Curriculum and Social Inquiry; Museum Studies

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APA (6th Edition):

Reed, A. Y. (2015). A Study of School Group Social Interaction at the History Colorado Center. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/cumuse_gradetds/12

Chicago Manual of Style (16th Edition):

Reed, Aubrie Yvonne. “A Study of School Group Social Interaction at the History Colorado Center.” 2015. Masters Thesis, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/cumuse_gradetds/12.

MLA Handbook (7th Edition):

Reed, Aubrie Yvonne. “A Study of School Group Social Interaction at the History Colorado Center.” 2015. Web. 26 Apr 2019.

Vancouver:

Reed AY. A Study of School Group Social Interaction at the History Colorado Center. [Internet] [Masters thesis]. University of Colorado; 2015. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/cumuse_gradetds/12.

Council of Science Editors:

Reed AY. A Study of School Group Social Interaction at the History Colorado Center. [Masters Thesis]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/cumuse_gradetds/12


University of Colorado

9. Cartun, Ashley Dawn. The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education.

Degree: PhD, 2017, University of Colorado

 Situated in the burgeoning fields of research on emotion, affect, and trauma, this dissertation is an effort to bridge these areas of research by exploring… (more)

Subjects/Keywords: affect theory; anti-oppressive practices; archiving; critical theory; literacy studies; poststructuralism; Curriculum and Instruction; Elementary Education; Teacher Education and Professional Development

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APA (6th Edition):

Cartun, A. D. (2017). The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/113

Chicago Manual of Style (16th Edition):

Cartun, Ashley Dawn. “The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. https://scholar.colorado.edu/educ_gradetds/113.

MLA Handbook (7th Edition):

Cartun, Ashley Dawn. “The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education.” 2017. Web. 26 Apr 2019.

Vancouver:

Cartun AD. The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Apr 26]. Available from: https://scholar.colorado.edu/educ_gradetds/113.

Council of Science Editors:

Cartun AD. The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/113


University of Colorado

10. Bien, Andrea Caroline. Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing.

Degree: PhD, Education, 2013, University of Colorado

  This dissertation addresses questions about the impact and consequences of current school reforms by examining how mandated packaged reading programs contribute to a commodification… (more)

Subjects/Keywords: commercial curricula; critical discourse analysis; elementary literacy; high-stakes testing; mandated reading programs; sociocultural theories of learning; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Bien, A. C. (2013). Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/36

Chicago Manual of Style (16th Edition):

Bien, Andrea Caroline. “Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/36.

MLA Handbook (7th Edition):

Bien, Andrea Caroline. “Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing.” 2013. Web. 26 Apr 2019.

Vancouver:

Bien AC. Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/36.

Council of Science Editors:

Bien AC. Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/36


University of Colorado

11. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/37


University of Colorado

12. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/40


University of Colorado

13. Drummond, Michelle Jane. Opening Pandora's Box: Exploring Educators' Conceptions of Culture and Multicultural Education.

Degree: PhD, Education, 2014, University of Colorado

  This case study explores educators' conceptions of culture and multicultural education in four schools (three elementary and one middle), in a relatively large urban… (more)

Subjects/Keywords: critical pedagogical practice; Culture; Multicultural Education; sociocultural learning theory; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Drummond, M. J. (2014). Opening Pandora's Box: Exploring Educators' Conceptions of Culture and Multicultural Education. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/43

Chicago Manual of Style (16th Edition):

Drummond, Michelle Jane. “Opening Pandora's Box: Exploring Educators' Conceptions of Culture and Multicultural Education.” 2014. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/43.

MLA Handbook (7th Edition):

Drummond, Michelle Jane. “Opening Pandora's Box: Exploring Educators' Conceptions of Culture and Multicultural Education.” 2014. Web. 26 Apr 2019.

Vancouver:

Drummond MJ. Opening Pandora's Box: Exploring Educators' Conceptions of Culture and Multicultural Education. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/43.

Council of Science Editors:

Drummond MJ. Opening Pandora's Box: Exploring Educators' Conceptions of Culture and Multicultural Education. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/educ_gradetds/43


University of Colorado

14. Shea, Molly Victoria. Organizing business for sustainability: learning in an emerging field of practice.

Degree: PhD, Education, 2013, University of Colorado

  All too often conversations about education and learning assume that we know what learning is, how it happens, and to what ends the process… (more)

Subjects/Keywords: Ethnography; Innovation; Learning; Network; Sustainability; Educational Psychology; Organizational Behavior and Theory; Social Psychology and Interaction

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APA (6th Edition):

Shea, M. V. (2013). Organizing business for sustainability: learning in an emerging field of practice. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/47

Chicago Manual of Style (16th Edition):

Shea, Molly Victoria. “Organizing business for sustainability: learning in an emerging field of practice.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/47.

MLA Handbook (7th Edition):

Shea, Molly Victoria. “Organizing business for sustainability: learning in an emerging field of practice.” 2013. Web. 26 Apr 2019.

Vancouver:

Shea MV. Organizing business for sustainability: learning in an emerging field of practice. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/47.

Council of Science Editors:

Shea MV. Organizing business for sustainability: learning in an emerging field of practice. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/47


University of Colorado

15. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/51


University of Colorado

16. Pierce, Daisy Merrill. The Affective Dimensions of Learning at El Pueblo Mágico: An Analysis of the Practice of El Maga Letter Writing.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation examined how affective dimensions of learning are expressed in children's writing by looking at the practice of El Maga letter writing at… (more)

Subjects/Keywords: affective dimensions; Cultural-Historical Activity Theory; El Maga; El Pueblo Mágico; emotions; Educational Psychology

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APA (6th Edition):

Pierce, D. M. (2015). The Affective Dimensions of Learning at El Pueblo Mágico: An Analysis of the Practice of El Maga Letter Writing. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/55

Chicago Manual of Style (16th Edition):

Pierce, Daisy Merrill. “The Affective Dimensions of Learning at El Pueblo Mágico: An Analysis of the Practice of El Maga Letter Writing.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/55.

MLA Handbook (7th Edition):

Pierce, Daisy Merrill. “The Affective Dimensions of Learning at El Pueblo Mágico: An Analysis of the Practice of El Maga Letter Writing.” 2015. Web. 26 Apr 2019.

Vancouver:

Pierce DM. The Affective Dimensions of Learning at El Pueblo Mágico: An Analysis of the Practice of El Maga Letter Writing. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/55.

Council of Science Editors:

Pierce DM. The Affective Dimensions of Learning at El Pueblo Mágico: An Analysis of the Practice of El Maga Letter Writing. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/55


University of Colorado

17. Heredia, Sara Catherine. Dilemmas of Reform: Science Teachers Collective Sensemaking of Formative Assessment Practices.

Degree: PhD, Education, 2015, University of Colorado

  Current reform efforts in science education call for significant shifts in how science is taught and learned. Teachers are important gatekeepers for reform, as… (more)

Subjects/Keywords: Organizational sensemaking; pacing; teaching tools; evaluation; professional development; Educational Methods; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Heredia, S. C. (2015). Dilemmas of Reform: Science Teachers Collective Sensemaking of Formative Assessment Practices. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/58

Chicago Manual of Style (16th Edition):

Heredia, Sara Catherine. “Dilemmas of Reform: Science Teachers Collective Sensemaking of Formative Assessment Practices.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/58.

MLA Handbook (7th Edition):

Heredia, Sara Catherine. “Dilemmas of Reform: Science Teachers Collective Sensemaking of Formative Assessment Practices.” 2015. Web. 26 Apr 2019.

Vancouver:

Heredia SC. Dilemmas of Reform: Science Teachers Collective Sensemaking of Formative Assessment Practices. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/58.

Council of Science Editors:

Heredia SC. Dilemmas of Reform: Science Teachers Collective Sensemaking of Formative Assessment Practices. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/58


University of Colorado

18. Nash, Chad Jereme. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation examined high school concurrent enrollment participation in relation to the college transition, choice, readiness, and success of underrepresented student groups within the… (more)

Subjects/Keywords: College Access; College Preparation; College Success; Educational Opportunity; Social Justice; Secondary Education

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APA (6th Edition):

Nash, C. J. (2015). Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/64

Chicago Manual of Style (16th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/64.

MLA Handbook (7th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Web. 26 Apr 2019.

Vancouver:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/64.

Council of Science Editors:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/64


University of Colorado

19. Weidler-Lewis, Joanna R. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning.

Degree: PhD, Education, 2016, University of Colorado

  This three article dissertation is an investigation into the ontology of learning insofar as learning is a process of becoming. In each article I… (more)

Subjects/Keywords: engineering; undergraduate education; LGBTQA; Education; Engineering Education; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6th Edition):

Weidler-Lewis, J. R. (2016). Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/85

Chicago Manual of Style (16th Edition):

Weidler-Lewis, Joanna R. “Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning.” 2016. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/educ_gradetds/85.

MLA Handbook (7th Edition):

Weidler-Lewis, Joanna R. “Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning.” 2016. Web. 26 Apr 2019.

Vancouver:

Weidler-Lewis JR. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/educ_gradetds/85.

Council of Science Editors:

Weidler-Lewis JR. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/educ_gradetds/85


University of Colorado

20. Cartun, Ashley Dawn. The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education.

Degree: PhD, 2017, University of Colorado

 Situated in the burgeoning fields of research on emotion, affect, and trauma, this dissertation is an effort to bridge these areas of research by exploring… (more)

Subjects/Keywords: Affect Theory; Anti-Oppressive Practices; Archiving; Critical Theory; Literacy Studies; Poststructuralism; Curriculum and Instruction; Elementary Education; Teacher Education and Professional Development

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APA (6th Edition):

Cartun, A. D. (2017). The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/92

Chicago Manual of Style (16th Edition):

Cartun, Ashley Dawn. “The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. https://scholar.colorado.edu/educ_gradetds/92.

MLA Handbook (7th Edition):

Cartun, Ashley Dawn. “The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education.” 2017. Web. 26 Apr 2019.

Vancouver:

Cartun AD. The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Apr 26]. Available from: https://scholar.colorado.edu/educ_gradetds/92.

Council of Science Editors:

Cartun AD. The Affective Archive: Supporting Critical-Affective Practitioners and Pedagogies in Teacher Education. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/92


University of Colorado

21. Rodriguez, Antonio. Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study.

Degree: PhD, 2017, University of Colorado

  Teacher Directives and Learner Response in a Preschool Classroom: A Bilingual Case Study Language is the medium through which we communicate, and language in… (more)

Subjects/Keywords: Action Implicative Discourse Analysis; directive; Speech Act Theory; Education; Linguistics

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APA (6th Edition):

Rodriguez, A. (2017). Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/95

Chicago Manual of Style (16th Edition):

Rodriguez, Antonio. “Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. https://scholar.colorado.edu/educ_gradetds/95.

MLA Handbook (7th Edition):

Rodriguez, Antonio. “Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study.” 2017. Web. 26 Apr 2019.

Vancouver:

Rodriguez A. Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Apr 26]. Available from: https://scholar.colorado.edu/educ_gradetds/95.

Council of Science Editors:

Rodriguez A. Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/95


University of Colorado

22. 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 April 26, 2019. 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. 26 Apr 2019.

Vancouver:

Price EC. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Apr 26]. 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

23. Rodriguez, Antonio E. Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study.

Degree: PhD, 2017, University of Colorado

  Teacher Directives and Learner Response in a Preschool Classroom: A Bilingual Case Study Language is the medium through which we communicate, and language in… (more)

Subjects/Keywords: action implicative discourse analysis; directive; speech act theory; bilingual; preschool; Education; Linguistics

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APA (6th Edition):

Rodriguez, A. E. (2017). Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/112

Chicago Manual of Style (16th Edition):

Rodriguez, Antonio E. “Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. https://scholar.colorado.edu/educ_gradetds/112.

MLA Handbook (7th Edition):

Rodriguez, Antonio E. “Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study.” 2017. Web. 26 Apr 2019.

Vancouver:

Rodriguez AE. Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Apr 26]. Available from: https://scholar.colorado.edu/educ_gradetds/112.

Council of Science Editors:

Rodriguez AE. Teacher Directives and Learner Response in a Preschool Classroom: a Bilingual Case Study. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/112


University of Colorado

24. Van Dusen, Sarah Elizabeth. Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class.

Degree: PhD, Music, 2016, University of Colorado

  The purpose of this case study was to examine how fourth grade students negotiated musical meaning in a mixed-language group learning environment. Specifically, the… (more)

Subjects/Keywords: CHAT; English Language Learner; gesture; group composition; iPad; music; Education; Music; Music Education

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APA (6th Edition):

Van Dusen, S. E. (2016). Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/musi_gradetds/6

Chicago Manual of Style (16th Edition):

Van Dusen, Sarah Elizabeth. “Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class.” 2016. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. https://scholar.colorado.edu/musi_gradetds/6.

MLA Handbook (7th Edition):

Van Dusen, Sarah Elizabeth. “Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class.” 2016. Web. 26 Apr 2019.

Vancouver:

Van Dusen SE. Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Apr 26]. Available from: https://scholar.colorado.edu/musi_gradetds/6.

Council of Science Editors:

Van Dusen SE. Negotiating Musical Meaning: a Case Study of Multilingual Student Communication Within a Music Composition Class. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/musi_gradetds/6


University of Colorado

25. 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 http://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 April 26, 2019. http://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. 26 Apr 2019.

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 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/87


University of Colorado

26. Chandler, Kyle W. A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class.

Degree: PhD, 2012, University of Colorado

  Research concerning undergraduate choral teacher education is relatively limited despite the fact that annually about 10,000 students are enrolled in choral music education degree… (more)

Subjects/Keywords: Influence of Instructor Educational Background on PCK Emphasis; Influence of Instructor Work Experience on PCK Emphasis; Music Education Curriculum - Choral Methods; Music Teacher Education; Pedagogical Content Knowledge (PCK); Teaching Music in Higher Education; Educational Methods; Music Education; Music Pedagogy

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APA (6th Edition):

Chandler, K. W. (2012). A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/mued_gradetds/1

Chicago Manual of Style (16th Edition):

Chandler, Kyle W. “A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class.” 2012. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/mued_gradetds/1.

MLA Handbook (7th Edition):

Chandler, Kyle W. “A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class.” 2012. Web. 26 Apr 2019.

Vancouver:

Chandler KW. A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/mued_gradetds/1.

Council of Science Editors:

Chandler KW. A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class. [Doctoral Dissertation]. University of Colorado; 2012. Available from: http://scholar.colorado.edu/mued_gradetds/1


University of Colorado

27. Moore, Brooke Anne. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.

Degree: PhD, Education, 2013, University of Colorado

  The conceptualization of normal in schools is problematic. It mediates perceptions about ability, achievement and behavior. Normal implies a hierarchy, naturalizing the idea that… (more)

Subjects/Keywords: Disability Studies; Diversity; Equity; Disability and Equity in Education; Humane Education

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APA (6th Edition):

Moore, B. A. (2013). Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/engl_gradetds/48

Chicago Manual of Style (16th Edition):

Moore, Brooke Anne. “Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/engl_gradetds/48.

MLA Handbook (7th Edition):

Moore, Brooke Anne. “Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.” 2013. Web. 26 Apr 2019.

Vancouver:

Moore BA. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/engl_gradetds/48.

Council of Science Editors:

Moore BA. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/engl_gradetds/48


University of Colorado

28. 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 http://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 April 26, 2019. http://scholar.colorado.edu/educ_gradetds/82.

MLA Handbook (7th Edition):

Teeters, Leah Anne. “Studying and Designing for Equity-Oriented Social Change.” 2016. Web. 26 Apr 2019.

Vancouver:

Teeters LA. Studying and Designing for Equity-Oriented Social Change. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Apr 26]. Available from: http://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: http://scholar.colorado.edu/educ_gradetds/82


University of Colorado

29. Johnson, Erik Alan. The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble.

Degree: PhD, Music Education, 2013, University of Colorado

  The purpose of this study was to examine the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learner engagement… (more)

Subjects/Keywords: collaborative learning; democracy in education; learner engagement; peer-assisted learning; secondary music; Music Education

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APA (6th Edition):

Johnson, E. A. (2013). The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/mued_gradetds/7

Chicago Manual of Style (16th Edition):

Johnson, Erik Alan. “The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. http://scholar.colorado.edu/mued_gradetds/7.

MLA Handbook (7th Edition):

Johnson, Erik Alan. “The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble.” 2013. Web. 26 Apr 2019.

Vancouver:

Johnson EA. The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Apr 26]. Available from: http://scholar.colorado.edu/mued_gradetds/7.

Council of Science Editors:

Johnson EA. The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/mued_gradetds/7


University of Colorado

30. Swanson, Rebecca Deborah. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.

Degree: PhD, 2018, University of Colorado

  Informal STEM educators, teaching in out-of-school environments, have few opportunities for professional development. These educators often have widely varied professional backgrounds and areas of… (more)

Subjects/Keywords: informal; online learning context; professional development; professional learning community; stem; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Swanson, R. D. (2018). Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/104

Chicago Manual of Style (16th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Doctoral Dissertation, University of Colorado. Accessed April 26, 2019. https://scholar.colorado.edu/educ_gradetds/104.

MLA Handbook (7th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Web. 26 Apr 2019.

Vancouver:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Apr 26]. Available from: https://scholar.colorado.edu/educ_gradetds/104.

Council of Science Editors:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/104

.