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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Stovall, David"). Showing records 1 – 30 of 38 total matches.

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University of Illinois – Chicago

1. Murry, Endea. The Right to Return: Returning Public-Housing Families and Their Decision-Making Processes on Schooling.

Degree: 2017, University of Illinois – Chicago

 The history of housing and school policy in Chicago helps to frame the argument that poor and minority populations have had the least access to… (more)

Subjects/Keywords: public housing; education; schools; inequality; choice; decision-making

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

APA (6th Edition):

Murry, E. (2017). The Right to Return: Returning Public-Housing Families and Their Decision-Making Processes on Schooling. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Murry, Endea. “The Right to Return: Returning Public-Housing Families and Their Decision-Making Processes on Schooling.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Murry, Endea. “The Right to Return: Returning Public-Housing Families and Their Decision-Making Processes on Schooling.” 2017. Web. 04 Dec 2020.

Vancouver:

Murry E. The Right to Return: Returning Public-Housing Families and Their Decision-Making Processes on Schooling. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murry E. The Right to Return: Returning Public-Housing Families and Their Decision-Making Processes on Schooling. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

2. Dallacqua, Lisa. Austin High School, Telling Her Story.

Degree: 2017, University of Illinois – Chicago

 This work is an archival study of Austin High School. The purpose of this study was to investigate the major themes that contributed to the… (more)

Subjects/Keywords: segregation; housing

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APA (6th Edition):

Dallacqua, L. (2017). Austin High School, Telling Her Story. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21870

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dallacqua, Lisa. “Austin High School, Telling Her Story.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21870.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dallacqua, Lisa. “Austin High School, Telling Her Story.” 2017. Web. 04 Dec 2020.

Vancouver:

Dallacqua L. Austin High School, Telling Her Story. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21870.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dallacqua L. Austin High School, Telling Her Story. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21870

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

3. Hoffman, Erin M. Racial Climate and Belonging: Experiences of Black Students at Traditionally White Liberal Arts Colleges.

Degree: 2018, University of Illinois – Chicago

 Troubling college graduation rates in the United States, and disparities in completion rates between students of color and White students, persist even after more than… (more)

Subjects/Keywords: Campus Racial Climate; Sense of Belonging; Higher Education; Black College Students; Critical Race Theory

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APA (6th Edition):

Hoffman, E. M. (2018). Racial Climate and Belonging: Experiences of Black Students at Traditionally White Liberal Arts Colleges. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22636

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hoffman, Erin M. “Racial Climate and Belonging: Experiences of Black Students at Traditionally White Liberal Arts Colleges.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22636.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hoffman, Erin M. “Racial Climate and Belonging: Experiences of Black Students at Traditionally White Liberal Arts Colleges.” 2018. Web. 04 Dec 2020.

Vancouver:

Hoffman EM. Racial Climate and Belonging: Experiences of Black Students at Traditionally White Liberal Arts Colleges. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22636.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffman EM. Racial Climate and Belonging: Experiences of Black Students at Traditionally White Liberal Arts Colleges. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22636

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

4. Reynolds, Aja. Ain't Nobody Checkin' For Us': Race, Fugitivity and the Urban Geographies of Black Girlhood.

Degree: 2019, University of Illinois – Chicago

 My dissertation examines the intimate relationship between racialized state violence, gender-based violence, and Black girlhood. By studying a national nonprofit based in Chicago that runs… (more)

Subjects/Keywords: black girlhood; urban geographies; neoliberal- carceral state

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APA (6th Edition):

Reynolds, A. (2019). Ain't Nobody Checkin' For Us': Race, Fugitivity and the Urban Geographies of Black Girlhood. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reynolds, Aja. “Ain't Nobody Checkin' For Us': Race, Fugitivity and the Urban Geographies of Black Girlhood.” 2019. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reynolds, Aja. “Ain't Nobody Checkin' For Us': Race, Fugitivity and the Urban Geographies of Black Girlhood.” 2019. Web. 04 Dec 2020.

Vancouver:

Reynolds A. Ain't Nobody Checkin' For Us': Race, Fugitivity and the Urban Geographies of Black Girlhood. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reynolds A. Ain't Nobody Checkin' For Us': Race, Fugitivity and the Urban Geographies of Black Girlhood. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

5. Ramirez, Laura J. Centering Motherhood: Latinas Engaging in Collective Acts of Resistance for Education Justice.

Degree: 2017, University of Illinois – Chicago

 On September 15, 2010, approximately a dozen Latina immigrant mothers took over a fieldhouse adjacent to their children’s school in the heart of the Mexican… (more)

Subjects/Keywords: Education justice; Latina mothers; collective resistance; human rights; Chicana/Latina feminism; Neoliberalism; urban organizing; Latina/o and Chicana/o studies; social movement studies; Critical Race Theory

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APA (6th Edition):

Ramirez, L. J. (2017). Centering Motherhood: Latinas Engaging in Collective Acts of Resistance for Education Justice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21819

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ramirez, Laura J. “Centering Motherhood: Latinas Engaging in Collective Acts of Resistance for Education Justice.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21819.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ramirez, Laura J. “Centering Motherhood: Latinas Engaging in Collective Acts of Resistance for Education Justice.” 2017. Web. 04 Dec 2020.

Vancouver:

Ramirez LJ. Centering Motherhood: Latinas Engaging in Collective Acts of Resistance for Education Justice. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21819.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ramirez LJ. Centering Motherhood: Latinas Engaging in Collective Acts of Resistance for Education Justice. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21819

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

6. Sund, Andrew C. Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture.

Degree: 2015, University of Illinois – Chicago

 This work is a study of how Latino non-traditional students interpret and give meaning to their withdrawal experiences from a higher education institution. To examine… (more)

Subjects/Keywords: Latino College students

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APA (6th Edition):

Sund, A. C. (2015). Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sund, Andrew C. “Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sund, Andrew C. “Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture.” 2015. Web. 04 Dec 2020.

Vancouver:

Sund AC. Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sund AC. Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

7. Morales-Doyle, Daniel. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.

Degree: 2015, University of Illinois – Chicago

 This dissertation presents the findings of a retrospective case study of an Advanced Placement (AP) chemistry class in a neighborhood high school that was founded… (more)

Subjects/Keywords: science education; critical pedagogy; culturally relevant pedagogy; secondary chemistry; teaching for social justice; socio-transformative constructivism; socially transformative curriculum; urban education

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APA (6th Edition):

Morales-Doyle, D. (2015). Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Morales-Doyle, Daniel. “Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Morales-Doyle, Daniel. “Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.” 2015. Web. 04 Dec 2020.

Vancouver:

Morales-Doyle D. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morales-Doyle D. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

8. Ohlinger, D Joe. Initiations of Domestication: A Mythological Exploration of Curriculum in Self, School, and Society.

Degree: 2016, University of Illinois – Chicago

 This is a fictionalized autobiographical dissertation that conceptually explores the intersection of myth and curriculum through the lenses of my lived experiences. It is a… (more)

Subjects/Keywords: curriculum studies; mythology; Joseph Campbell; spirituality

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APA (6th Edition):

Ohlinger, D. J. (2016). Initiations of Domestication: A Mythological Exploration of Curriculum in Self, School, and Society. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ohlinger, D Joe. “Initiations of Domestication: A Mythological Exploration of Curriculum in Self, School, and Society.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ohlinger, D Joe. “Initiations of Domestication: A Mythological Exploration of Curriculum in Self, School, and Society.” 2016. Web. 04 Dec 2020.

Vancouver:

Ohlinger DJ. Initiations of Domestication: A Mythological Exploration of Curriculum in Self, School, and Society. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ohlinger DJ. Initiations of Domestication: A Mythological Exploration of Curriculum in Self, School, and Society. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

9. Burstein, Phyllis. Students as Audience: Integrating Television Narrative into the High School Photography Curriculum.

Degree: 2016, University of Illinois – Chicago

 This study is a teacher practitioner inquiry documenting an evolving photography curriculum incorporating television narrative from 2004- 2014 in a newly-founded urban high school. It… (more)

Subjects/Keywords: curriculum; art education; photography; high school; television studies

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

APA (6th Edition):

Burstein, P. (2016). Students as Audience: Integrating Television Narrative into the High School Photography Curriculum. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20246

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Burstein, Phyllis. “Students as Audience: Integrating Television Narrative into the High School Photography Curriculum.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20246.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burstein, Phyllis. “Students as Audience: Integrating Television Narrative into the High School Photography Curriculum.” 2016. Web. 04 Dec 2020.

Vancouver:

Burstein P. Students as Audience: Integrating Television Narrative into the High School Photography Curriculum. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20246.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burstein P. Students as Audience: Integrating Television Narrative into the High School Photography Curriculum. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20246

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

10. Gillick, Allison. Revealing the Fat Experience: A Neglected Dimension of Hidden and Outside Curriculum.

Degree: 2016, University of Illinois – Chicago

 For more than a decade a new realm of research has emerged called Fat Studies. Within curriculum studies this area contributes to an understanding of… (more)

Subjects/Keywords: fat studies; curriculum of appearance; hidden curriculum; outside curriculum; weight bias; identity formation

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APA (6th Edition):

Gillick, A. (2016). Revealing the Fat Experience: A Neglected Dimension of Hidden and Outside Curriculum. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gillick, Allison. “Revealing the Fat Experience: A Neglected Dimension of Hidden and Outside Curriculum.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gillick, Allison. “Revealing the Fat Experience: A Neglected Dimension of Hidden and Outside Curriculum.” 2016. Web. 04 Dec 2020.

Vancouver:

Gillick A. Revealing the Fat Experience: A Neglected Dimension of Hidden and Outside Curriculum. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gillick A. Revealing the Fat Experience: A Neglected Dimension of Hidden and Outside Curriculum. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

11. Hartman, Paul. "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders.

Degree: 2016, University of Illinois – Chicago

 Although there has been a growing amount of research exploring lesbian, gay, bisexual, transgender, and queer- (LGBTQ) related issues in schools, the context of most… (more)

Subjects/Keywords: critical literacy; queer theory; primary literacy

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APA (6th Edition):

Hartman, P. (2016). "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hartman, Paul. “"Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hartman, Paul. “"Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders.” 2016. Web. 04 Dec 2020.

Vancouver:

Hartman P. "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hartman P. "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

12. Speed, Tony C. Jr. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).

Degree: 2012, University of Illinois – Chicago

 African-American students, particularly males, achieve at levels below their White and Asian-American counterparts as measured on traditional academic indices (e.g., standardized test scores, high school… (more)

Subjects/Keywords: Achievement gap; African-American male achievement; Student voice in achievement gap

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APA (6th Edition):

Speed, T. C. J. (2012). Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Speed, Tony C Jr. “Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Speed, Tony C Jr. “Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).” 2012. Web. 04 Dec 2020.

Vancouver:

Speed TCJ. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Speed TCJ. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

13. Lessing, Avi D. Into-Me-You-See.

Degree: 2013, University of Illinois – Chicago

 What is the lived experience of teachers and students in school? Why is public discourse so disconnected from that lived experience? I explore these questions… (more)

Subjects/Keywords: intimacy; phenomenology; relationship

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APA (6th Edition):

Lessing, A. D. (2013). Into-Me-You-See. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10011

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lessing, Avi D. “Into-Me-You-See.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/10011.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lessing, Avi D. “Into-Me-You-See.” 2013. Web. 04 Dec 2020.

Vancouver:

Lessing AD. Into-Me-You-See. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/10011.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lessing AD. Into-Me-You-See. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10011

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

14. Fujiyoshi, Kay F. The Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberation.

Degree: 2013, University of Illinois – Chicago

 The purpose of the study is to better understand the complexity in learning and meaning making. By investigating how the attributes of hope, love, and… (more)

Subjects/Keywords: Urban teacher preparation; Neoliberalism; Critical Race Theory; Critical Urban Theory; Social Justice Education; Multicultural Teacher Education; Quest Narratives; Love and Education

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APA (6th Edition):

Fujiyoshi, K. F. (2013). The Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberation. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10198

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fujiyoshi, Kay F. “The Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberation.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/10198.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fujiyoshi, Kay F. “The Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberation.” 2013. Web. 04 Dec 2020.

Vancouver:

Fujiyoshi KF. The Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberation. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/10198.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fujiyoshi KF. The Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberation. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10198

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

15. Saravia, Lydia A. Soy Indígena: The Promise and Struggles of an Escuela Normal Bilingüe Intercultural in Guatemala.

Degree: 2017, University of Illinois – Chicago

 In 2002, Guatemala created twenty-two Escuela Normales Bilingüe Interculturales (ENBIs), one for each ethnic and indigenous groups in Guatemala. These schools grew out of a… (more)

Subjects/Keywords: Guatemala; bilingual education; intercultural education; indigenous rights; language rights

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APA (6th Edition):

Saravia, L. A. (2017). Soy Indígena: The Promise and Struggles of an Escuela Normal Bilingüe Intercultural in Guatemala. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21733

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Saravia, Lydia A. “Soy Indígena: The Promise and Struggles of an Escuela Normal Bilingüe Intercultural in Guatemala.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21733.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Saravia, Lydia A. “Soy Indígena: The Promise and Struggles of an Escuela Normal Bilingüe Intercultural in Guatemala.” 2017. Web. 04 Dec 2020.

Vancouver:

Saravia LA. Soy Indígena: The Promise and Struggles of an Escuela Normal Bilingüe Intercultural in Guatemala. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21733.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Saravia LA. Soy Indígena: The Promise and Struggles of an Escuela Normal Bilingüe Intercultural in Guatemala. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21733

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

16. Brown, Kenneth Damon. Promoting Positive Social Development among African American Boys.

Degree: 2017, University of Illinois – Chicago

 Numerous studies have examined mentoring relationships and their consequences for youth development (Rhodes and DuBois, 2008). DuBois and Silverthorn (2005) found that those who reported… (more)

Subjects/Keywords: mentor; African; American; boys; males; adolescent; fraternity; success

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APA (6th Edition):

Brown, K. D. (2017). Promoting Positive Social Development among African American Boys. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21842

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown, Kenneth Damon. “Promoting Positive Social Development among African American Boys.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21842.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown, Kenneth Damon. “Promoting Positive Social Development among African American Boys.” 2017. Web. 04 Dec 2020.

Vancouver:

Brown KD. Promoting Positive Social Development among African American Boys. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21842.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown KD. Promoting Positive Social Development among African American Boys. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21842

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

17. Harper, Rachel. On Reverie: 16 Studies in Chicago-based Education through Durational Curriculum Inquiry.

Degree: 2017, University of Illinois – Chicago

 This conceptual, arts-based research study examines how curricular approaches to reverie experience contribute to understanding the potential of curriculum as a platform for self-education. Grounded… (more)

Subjects/Keywords: reverie; self-education; curriculum studies; art education; museum education; social practice; socially-engaged art; arts based research

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APA (6th Edition):

Harper, R. (2017). On Reverie: 16 Studies in Chicago-based Education through Durational Curriculum Inquiry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21845

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harper, Rachel. “On Reverie: 16 Studies in Chicago-based Education through Durational Curriculum Inquiry.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21845.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harper, Rachel. “On Reverie: 16 Studies in Chicago-based Education through Durational Curriculum Inquiry.” 2017. Web. 04 Dec 2020.

Vancouver:

Harper R. On Reverie: 16 Studies in Chicago-based Education through Durational Curriculum Inquiry. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21845.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harper R. On Reverie: 16 Studies in Chicago-based Education through Durational Curriculum Inquiry. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21845

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

18. Kennedy, William. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.

Degree: 2017, University of Illinois – Chicago

 This research explores the Critical Dialogue that I facilitated and engaged in as part of a dialogic Praxis cycle with four first year teachers in… (more)

Subjects/Keywords: urban teacher education; dialogue; praxis; teacher induction; new teachers

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

APA (6th Edition):

Kennedy, W. (2017). Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kennedy, William. “Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kennedy, William. “Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.” 2017. Web. 04 Dec 2020.

Vancouver:

Kennedy W. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kennedy W. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

19. Hicks, Stephanie D. Dialogue in the University: A Case Study.

Degree: 2017, University of Illinois – Chicago

 This qualitative case study seeks to identify and contextualize the theoretical underpinnings of a dialogue-based diversity and social justice curriculum initiative based on Intergroup Dialogue… (more)

Subjects/Keywords: absorption; case study; intergroup dialogue; diversity; neoliberalism; policy; state; social justice; university

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

APA (6th Edition):

Hicks, S. D. (2017). Dialogue in the University: A Case Study. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22233

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hicks, Stephanie D. “Dialogue in the University: A Case Study.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22233.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hicks, Stephanie D. “Dialogue in the University: A Case Study.” 2017. Web. 04 Dec 2020.

Vancouver:

Hicks SD. Dialogue in the University: A Case Study. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22233.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hicks SD. Dialogue in the University: A Case Study. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22233

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

20. Wilson, Asif J. Winter in America: Exploring Epistemologies of Youth Activism in the 21st Century.

Degree: 2018, University of Illinois – Chicago

 This descriptive case study (Merriam, 1998) examined the relationship between agency (Solorzano & Delgado-Bernal, 2001) and Paulo Freire’s (1970) popular education approach (problem posing pedagogy)… (more)

Subjects/Keywords: popular education; agency; education; justice-centered teaching; healing; participatory action research; critical race praxis

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APA (6th Edition):

Wilson, A. J. (2018). Winter in America: Exploring Epistemologies of Youth Activism in the 21st Century. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22671

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Asif J. “Winter in America: Exploring Epistemologies of Youth Activism in the 21st Century.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22671.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Asif J. “Winter in America: Exploring Epistemologies of Youth Activism in the 21st Century.” 2018. Web. 04 Dec 2020.

Vancouver:

Wilson AJ. Winter in America: Exploring Epistemologies of Youth Activism in the 21st Century. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22671.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson AJ. Winter in America: Exploring Epistemologies of Youth Activism in the 21st Century. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22671

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

21. Hernandez, Sarah Gabriella. Process Evaluation of Community-Engaged Dissemination.

Degree: 2019, University of Illinois – Chicago

 Community-based participatory research (CBPR) is well developed in its theoretical framing and methodological approaches, yet there still exists a lack of generalized guiding information on… (more)

Subjects/Keywords: dissemination; community-based participatory research; process evaluation; oral history; community-engaged research

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

APA (6th Edition):

Hernandez, S. G. (2019). Process Evaluation of Community-Engaged Dissemination. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23663

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hernandez, Sarah Gabriella. “Process Evaluation of Community-Engaged Dissemination.” 2019. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23663.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hernandez, Sarah Gabriella. “Process Evaluation of Community-Engaged Dissemination.” 2019. Web. 04 Dec 2020.

Vancouver:

Hernandez SG. Process Evaluation of Community-Engaged Dissemination. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23663.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hernandez SG. Process Evaluation of Community-Engaged Dissemination. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23663

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

22. Mejia Aranda, Yanantali. Calculus as Science Capital for First-Year Engineering Students.

Degree: 2018, University of Illinois – Chicago

 Access to and success in calculus is of particular interest in engineering education because calculus is a foundation to undergraduate engineering coursework (Wade, 2011). Although… (more)

Subjects/Keywords: engineering education; first-year engineering; mathematics placement; mathematics education; calculus placement; AP Calculus

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APA (6th Edition):

Mejia Aranda, Y. (2018). Calculus as Science Capital for First-Year Engineering Students. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23324

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mejia Aranda, Yanantali. “Calculus as Science Capital for First-Year Engineering Students.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23324.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mejia Aranda, Yanantali. “Calculus as Science Capital for First-Year Engineering Students.” 2018. Web. 04 Dec 2020.

Vancouver:

Mejia Aranda Y. Calculus as Science Capital for First-Year Engineering Students. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23324.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mejia Aranda Y. Calculus as Science Capital for First-Year Engineering Students. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23324

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

23. Tharp, David Scott. Variations among White First-Year College Students’ Understanding of Privilege.

Degree: 2018, University of Illinois – Chicago

 Exploring how White college students understand privilege is necessary to support the design of curricula that can thoughtfully address variations in their understanding. Examining White… (more)

Subjects/Keywords: Privilege; Social Justice Education; Higher Education; White College Students; Discourse; Whiteness

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

APA (6th Edition):

Tharp, D. S. (2018). Variations among White First-Year College Students’ Understanding of Privilege. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22614

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tharp, David Scott. “Variations among White First-Year College Students’ Understanding of Privilege.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22614.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tharp, David Scott. “Variations among White First-Year College Students’ Understanding of Privilege.” 2018. Web. 04 Dec 2020.

Vancouver:

Tharp DS. Variations among White First-Year College Students’ Understanding of Privilege. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22614.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tharp DS. Variations among White First-Year College Students’ Understanding of Privilege. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22614

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

24. Luna-Duarte, Maria E. Determined in a World of Uncertainty: Latino/a DACAmented Students Striving for Success Against All Odds.

Degree: 2018, University of Illinois – Chicago

 This research study aimed to understand how DACAmented youth who attended, persisted or completed college in Arizona and Illinois experienced their unique social policy environments.… (more)

Subjects/Keywords: DACA; Education; Social Capital; Immigration; Policies

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APA (6th Edition):

Luna-Duarte, M. E. (2018). Determined in a World of Uncertainty: Latino/a DACAmented Students Striving for Success Against All Odds. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Luna-Duarte, Maria E. “Determined in a World of Uncertainty: Latino/a DACAmented Students Striving for Success Against All Odds.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Luna-Duarte, Maria E. “Determined in a World of Uncertainty: Latino/a DACAmented Students Striving for Success Against All Odds.” 2018. Web. 04 Dec 2020.

Vancouver:

Luna-Duarte ME. Determined in a World of Uncertainty: Latino/a DACAmented Students Striving for Success Against All Odds. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Luna-Duarte ME. Determined in a World of Uncertainty: Latino/a DACAmented Students Striving for Success Against All Odds. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

25. Uriostegui, Marbella. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.

Degree: 2018, University of Illinois – Chicago

 Despite Latina/os’ growing college enrollment rates, bachelor’s degree completion rates for this group continue to lag behind other racial groups. Explanations for racial inequalities in… (more)

Subjects/Keywords: Latino; Racial Discrimination; Critical Consciousness; Higher Education

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

APA (6th Edition):

Uriostegui, M. (2018). Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Uriostegui, Marbella. “Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Uriostegui, Marbella. “Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.” 2018. Web. 04 Dec 2020.

Vancouver:

Uriostegui M. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Uriostegui M. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

26. Cole, Dana. Borderzone Pedagogy: A Rhizomatic Curriculum as Life.

Degree: 2018, University of Illinois – Chicago

 This dissertation is a call for a new pedagogy, one that teaches to new ideas about learning and knowing, called Borderzone Pedagogy. This work incorporates… (more)

Subjects/Keywords: Keywords: Borderzone; curriculum studies; autobiography; rhizomatic inquiry; indigenous ways of knowing; performance art; postmodernism; public pedagogy; outside curriculum.

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

APA (6th Edition):

Cole, D. (2018). Borderzone Pedagogy: A Rhizomatic Curriculum as Life. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22677

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cole, Dana. “Borderzone Pedagogy: A Rhizomatic Curriculum as Life.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22677.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cole, Dana. “Borderzone Pedagogy: A Rhizomatic Curriculum as Life.” 2018. Web. 04 Dec 2020.

Vancouver:

Cole D. Borderzone Pedagogy: A Rhizomatic Curriculum as Life. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22677.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cole D. Borderzone Pedagogy: A Rhizomatic Curriculum as Life. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22677

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

27. Jarpe-Ratner, Elizabeth Ann. From Policy to Implementation: An Evaluation of Comprehensive Sex Education in Chicago Public Schools.

Degree: 2018, University of Illinois – Chicago

 To promote adolescent sexual health and wellbeing, school districts across the country have passed policies mandating sexual health education. Chicago Public Schools’ (CPS) 2013 policy… (more)

Subjects/Keywords: Sexual health education Collaborative inquiry Critical pedagogy Implementation science Mixed methods

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

APA (6th Edition):

Jarpe-Ratner, E. A. (2018). From Policy to Implementation: An Evaluation of Comprehensive Sex Education in Chicago Public Schools. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jarpe-Ratner, Elizabeth Ann. “From Policy to Implementation: An Evaluation of Comprehensive Sex Education in Chicago Public Schools.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jarpe-Ratner, Elizabeth Ann. “From Policy to Implementation: An Evaluation of Comprehensive Sex Education in Chicago Public Schools.” 2018. Web. 04 Dec 2020.

Vancouver:

Jarpe-Ratner EA. From Policy to Implementation: An Evaluation of Comprehensive Sex Education in Chicago Public Schools. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jarpe-Ratner EA. From Policy to Implementation: An Evaluation of Comprehensive Sex Education in Chicago Public Schools. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Blanton, Shanika L. African Centered Educators’ Perspectives on Theory in Practice.

Degree: 2015, University of Illinois – Chicago

 African Centered Education (ACE) is conceptualized as a strategy to foster success for African American youth overall and particularly students at risk for low academic… (more)

Subjects/Keywords: Education; African-American; School; African Centered Education; Culture; Teachers.

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

APA (6th Edition):

Blanton, S. L. (2015). African Centered Educators’ Perspectives on Theory in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blanton, Shanika L. “African Centered Educators’ Perspectives on Theory in Practice.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blanton, Shanika L. “African Centered Educators’ Perspectives on Theory in Practice.” 2015. Web. 04 Dec 2020.

Vancouver:

Blanton SL. African Centered Educators’ Perspectives on Theory in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blanton SL. African Centered Educators’ Perspectives on Theory in Practice. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. York, Tinaya. Reading While Black: Exploring the Voices of African American Struggling Readers.

Degree: 2013, University of Illinois – Chicago

 This study explored the following questions, (1) Do early adolescent Black students see race as a factor in their reading ability? (2) Can early adolescent… (more)

Subjects/Keywords: struggling readers; culturally relevant; African-American; Blacks and reading; literacy; critical race theory; Black readers; Blacks and reading achievement

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

APA (6th Edition):

York, T. (2013). Reading While Black: Exploring the Voices of African American Struggling Readers. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

York, Tinaya. “Reading While Black: Exploring the Voices of African American Struggling Readers.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

York, Tinaya. “Reading While Black: Exploring the Voices of African American Struggling Readers.” 2013. Web. 04 Dec 2020.

Vancouver:

York T. Reading While Black: Exploring the Voices of African American Struggling Readers. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

York T. Reading While Black: Exploring the Voices of African American Struggling Readers. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Dawson, Candice. A Mirror Image: African American Student Reflections.

Degree: 2013, University of Illinois – Chicago

 This dissertation is a narrative inquiry research project that focuses on the collegiate experiences of African American students at both historically black colleges and universities… (more)

Subjects/Keywords: collegiate experience; self-affirmation; self-determination; success; narrative inquiry; African American; poetry; historically black college and university; predominantly white institution; PWI; HBCU; counternarrative

Page 1

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

APA (6th Edition):

Dawson, C. (2013). A Mirror Image: African American Student Reflections. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9744

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dawson, Candice. “A Mirror Image: African American Student Reflections.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9744.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dawson, Candice. “A Mirror Image: African American Student Reflections.” 2013. Web. 04 Dec 2020.

Vancouver:

Dawson C. A Mirror Image: African American Student Reflections. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9744.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dawson C. A Mirror Image: African American Student Reflections. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9744

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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