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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Bresler, Liora"). Showing records 1 – 30 of 43 total matches.

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University of Illinois – Urbana-Champaign

1. Harris, Heather M. The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Increasingly, fine arts museums and K-12 schools seek to work together in more substantive ways than the traditional one-time field trip. Museum-school partnerships afford the… (more)

Subjects/Keywords: Museum education; School partnerships; Communities of practice

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APA (6th Edition):

Harris, H. M. (2017). The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99334

Chicago Manual of Style (16th Edition):

Harris, Heather M. “The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/99334.

MLA Handbook (7th Edition):

Harris, Heather M. “The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership.” 2017. Web. 28 Sep 2020.

Vancouver:

Harris HM. The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/99334.

Council of Science Editors:

Harris HM. The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99334


University of Illinois – Urbana-Champaign

2. Chen, Wei-Ren. Differentiation in art education: Exploring two art teachers' responsive pedagogy in an elementary school in Taiwan.

Degree: PhD, 0095, 2011, University of Illinois – Urbana-Champaign

 This qualitative study explores the ???operational curricula??? (Goodlad, Klein, & Tye, 1979) of art teachers in both the general and the artistically talented classes in… (more)

Subjects/Keywords: differentiated instruction; artistically talented education; Confucian heritage

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APA (6th Edition):

Chen, W. (2011). Differentiation in art education: Exploring two art teachers' responsive pedagogy in an elementary school in Taiwan. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24041

Chicago Manual of Style (16th Edition):

Chen, Wei-Ren. “Differentiation in art education: Exploring two art teachers' responsive pedagogy in an elementary school in Taiwan.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24041.

MLA Handbook (7th Edition):

Chen, Wei-Ren. “Differentiation in art education: Exploring two art teachers' responsive pedagogy in an elementary school in Taiwan.” 2011. Web. 28 Sep 2020.

Vancouver:

Chen W. Differentiation in art education: Exploring two art teachers' responsive pedagogy in an elementary school in Taiwan. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24041.

Council of Science Editors:

Chen W. Differentiation in art education: Exploring two art teachers' responsive pedagogy in an elementary school in Taiwan. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24041


University of Illinois – Urbana-Champaign

3. Ruzgar, M. Emir. Entre Les Murs (The Class) as a curricular tool: What preservice teachers think about and learn from engaging with The Class.

Degree: PhD, Curriculum and Instruction, 2019, University of Illinois – Urbana-Champaign

 Educators have been employing cinema films in their teaching for quite a while. With their power of engaging spectators, films are deemed functional to enrich… (more)

Subjects/Keywords: Entre Les Murs (The Class); Film as Curriculum; Teacher Education; Teaching.

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APA (6th Edition):

Ruzgar, M. E. (2019). Entre Les Murs (The Class) as a curricular tool: What preservice teachers think about and learn from engaging with The Class. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104783

Chicago Manual of Style (16th Edition):

Ruzgar, M Emir. “Entre Les Murs (The Class) as a curricular tool: What preservice teachers think about and learn from engaging with The Class.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/104783.

MLA Handbook (7th Edition):

Ruzgar, M Emir. “Entre Les Murs (The Class) as a curricular tool: What preservice teachers think about and learn from engaging with The Class.” 2019. Web. 28 Sep 2020.

Vancouver:

Ruzgar ME. Entre Les Murs (The Class) as a curricular tool: What preservice teachers think about and learn from engaging with The Class. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/104783.

Council of Science Editors:

Ruzgar ME. Entre Les Murs (The Class) as a curricular tool: What preservice teachers think about and learn from engaging with The Class. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104783


University of Illinois – Urbana-Champaign

4. Kang, Jinju. Thoughtful early childhood teachers: documentation as part of teaching.

Degree: PhD, 0095, 2013, University of Illinois – Urbana-Champaign

 This study explores the contemporary realities of documentation in early childhood education. The purpose of this study is to provide early childhood teachers with a… (more)

Subjects/Keywords: early childhood education; documentation; teaching; teacher education

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APA (6th Edition):

Kang, J. (2013). Thoughtful early childhood teachers: documentation as part of teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44464

Chicago Manual of Style (16th Edition):

Kang, Jinju. “Thoughtful early childhood teachers: documentation as part of teaching.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/44464.

MLA Handbook (7th Edition):

Kang, Jinju. “Thoughtful early childhood teachers: documentation as part of teaching.” 2013. Web. 28 Sep 2020.

Vancouver:

Kang J. Thoughtful early childhood teachers: documentation as part of teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/44464.

Council of Science Editors:

Kang J. Thoughtful early childhood teachers: documentation as part of teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44464


University of Illinois – Urbana-Champaign

5. Young, Miho O. Collaborative reasoning in Japan: English learners' discussions and experiences.

Degree: PhD, 1144, 2011, University of Illinois – Urbana-Champaign

 A study involving an assistant professor and seven students at a Japanese university investigated feasibility, impact, and dynamics of Collaborative Reasoning (CR), a new instructional… (more)

Subjects/Keywords: Japan; English teaching; Language learning; English education; Collaborative reasoning; Open-format discussion; Instructional method; English as a Foreign Language (EFL)

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APA (6th Edition):

Young, M. O. (2011). Collaborative reasoning in Japan: English learners' discussions and experiences. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18500

Chicago Manual of Style (16th Edition):

Young, Miho O. “Collaborative reasoning in Japan: English learners' discussions and experiences.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/18500.

MLA Handbook (7th Edition):

Young, Miho O. “Collaborative reasoning in Japan: English learners' discussions and experiences.” 2011. Web. 28 Sep 2020.

Vancouver:

Young MO. Collaborative reasoning in Japan: English learners' discussions and experiences. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/18500.

Council of Science Editors:

Young MO. Collaborative reasoning in Japan: English learners' discussions and experiences. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18500


University of Illinois – Urbana-Champaign

6. Radhakrishnan, Ritu. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more critical theoretical approaches to… (more)

Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school

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APA (6th Edition):

Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648

Chicago Manual of Style (16th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/49648.

MLA Handbook (7th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 28 Sep 2020.

Vancouver:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/49648.

Council of Science Editors:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648


University of Illinois – Urbana-Champaign

7. Liu, Wei. Chinese teachers' conceptualization of "what is a good child".

Degree: PhD, 0095, 2014, University of Illinois – Urbana-Champaign

 This study examines contemporary Chinese teachers’ beliefs of what constitutes a good child. It explores the meanings that underlie these conceptions and scrutinizes the changes… (more)

Subjects/Keywords: Chinese teachers values; Chinese preschool; Chinese teachers beliefs; Chinese culture changes; Chinese education; Chinese children; Chinese morality

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APA (6th Edition):

Liu, W. (2014). Chinese teachers' conceptualization of "what is a good child". (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49666

Chicago Manual of Style (16th Edition):

Liu, Wei. “Chinese teachers' conceptualization of "what is a good child".” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/49666.

MLA Handbook (7th Edition):

Liu, Wei. “Chinese teachers' conceptualization of "what is a good child".” 2014. Web. 28 Sep 2020.

Vancouver:

Liu W. Chinese teachers' conceptualization of "what is a good child". [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/49666.

Council of Science Editors:

Liu W. Chinese teachers' conceptualization of "what is a good child". [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49666


University of Illinois – Urbana-Champaign

8. Kim, Jung Yin. Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This dissertation reports findings from a qualitative analysis of the academic literacy socialization of five Korean graduate students in a U.S. MBA (Master of Business… (more)

Subjects/Keywords: Academic success; Interdiscursivity; Academic Socialization; Master of Business Administration (MBA); literacy; Korean

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APA (6th Edition):

Kim, J. Y. (2014). Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49796

Chicago Manual of Style (16th Edition):

Kim, Jung Yin. “Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/49796.

MLA Handbook (7th Edition):

Kim, Jung Yin. “Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program.” 2014. Web. 28 Sep 2020.

Vancouver:

Kim JY. Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/49796.

Council of Science Editors:

Kim JY. Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49796


University of Illinois – Urbana-Champaign

9. Lee, Ji Yeon. Conceptualizing learning issues throughout the creative process of digital storytelling: case studies of three learners' video making.

Degree: PhD, 0169, 2012, University of Illinois – Urbana-Champaign

 I believe that digital storytelling through narrative video production is a beneficial practice that translates an individual’s synthesis of human experiences, memories, and aspirations into… (more)

Subjects/Keywords: Digital Storytelling; Digital Art Education; Video Storytelling; Video Narrative; Narrative Video Production; Case Study; Autoethnography; video making conceptual framework; Postmodern art making strategy

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APA (6th Edition):

Lee, J. Y. (2012). Conceptualizing learning issues throughout the creative process of digital storytelling: case studies of three learners' video making. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31931

Chicago Manual of Style (16th Edition):

Lee, Ji Yeon. “Conceptualizing learning issues throughout the creative process of digital storytelling: case studies of three learners' video making.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/31931.

MLA Handbook (7th Edition):

Lee, Ji Yeon. “Conceptualizing learning issues throughout the creative process of digital storytelling: case studies of three learners' video making.” 2012. Web. 28 Sep 2020.

Vancouver:

Lee JY. Conceptualizing learning issues throughout the creative process of digital storytelling: case studies of three learners' video making. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/31931.

Council of Science Editors:

Lee JY. Conceptualizing learning issues throughout the creative process of digital storytelling: case studies of three learners' video making. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31931


University of Illinois – Urbana-Champaign

10. Hamilton, Michael William. Educational values and practices of fundamentalist Mormons.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 Fundamentalist Mormons believe in plural marriage, or polygamy. Many practice it. Polygamist groups live in insular settlements and in mainstream communities, mostly in the western… (more)

Subjects/Keywords: Education; Polygamy; Plural marriage; History of education in Utah; Philosophy of education; Education policy; Polygamist schools

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APA (6th Edition):

Hamilton, M. W. (2017). Educational values and practices of fundamentalist Mormons. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99338

Chicago Manual of Style (16th Edition):

Hamilton, Michael William. “Educational values and practices of fundamentalist Mormons.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/99338.

MLA Handbook (7th Edition):

Hamilton, Michael William. “Educational values and practices of fundamentalist Mormons.” 2017. Web. 28 Sep 2020.

Vancouver:

Hamilton MW. Educational values and practices of fundamentalist Mormons. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/99338.

Council of Science Editors:

Hamilton MW. Educational values and practices of fundamentalist Mormons. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99338


University of Illinois – Urbana-Champaign

11. Chen, Yu-Tsu. Tianzifang: a case study of a creative district in Shanghai.

Degree: PhD, Art Education, 2015, University of Illinois – Urbana-Champaign

 Influenced by the ideas of Richard Florida and other Western theorists, China has recently been enthusiastically establishing creative districts in response to its booming, creative… (more)

Subjects/Keywords: Art education; Tianzifang; Creative district; Shanghai; creativity; Richard Florida

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APA (6th Edition):

Chen, Y. (2015). Tianzifang: a case study of a creative district in Shanghai. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88255

Chicago Manual of Style (16th Edition):

Chen, Yu-Tsu. “Tianzifang: a case study of a creative district in Shanghai.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/88255.

MLA Handbook (7th Edition):

Chen, Yu-Tsu. “Tianzifang: a case study of a creative district in Shanghai.” 2015. Web. 28 Sep 2020.

Vancouver:

Chen Y. Tianzifang: a case study of a creative district in Shanghai. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/88255.

Council of Science Editors:

Chen Y. Tianzifang: a case study of a creative district in Shanghai. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88255


University of Illinois – Urbana-Champaign

12. Cronenberg, Stephanie S. Music at the middle: principles that guide middle level general music teachers.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This mixed methods inquiry examined the principles teachers employ when teaching middle level general music to young adolescents in the United States. In the discourse… (more)

Subjects/Keywords: General music; middle school music teachers; middle grades; middle level; middle level concept; This We Believe; democratic education; mixed methods

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APA (6th Edition):

Cronenberg, S. S. (2016). Music at the middle: principles that guide middle level general music teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90502

Chicago Manual of Style (16th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/90502.

MLA Handbook (7th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Web. 28 Sep 2020.

Vancouver:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/90502.

Council of Science Editors:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90502


University of Illinois – Urbana-Champaign

13. Guerrero Arias, Beatriz Eugenia. Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This is a qualitative case study of the relationships between literacy and racial ideology in Surgir, a school in the city of Cali, Colombia. This… (more)

Subjects/Keywords: Literacies; race; learning; participation; Black Colombian

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APA (6th Edition):

Guerrero Arias, B. E. (2016). Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90513

Chicago Manual of Style (16th Edition):

Guerrero Arias, Beatriz Eugenia. “Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/90513.

MLA Handbook (7th Edition):

Guerrero Arias, Beatriz Eugenia. “Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school.” 2016. Web. 28 Sep 2020.

Vancouver:

Guerrero Arias BE. Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/90513.

Council of Science Editors:

Guerrero Arias BE. Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90513


University of Illinois – Urbana-Champaign

14. Korson, Stacey Jannette. The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 Despite the fact that "emphasis on nonfiction literature in the development of literacy understandings, content knowledge, and literacy abilities is not new" (Möller, 2013, p.… (more)

Subjects/Keywords: Nonfiction Literature; Aesthetic

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APA (6th Edition):

Korson, S. J. (2016). The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92887

Chicago Manual of Style (16th Edition):

Korson, Stacey Jannette. “The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/92887.

MLA Handbook (7th Edition):

Korson, Stacey Jannette. “The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom.” 2016. Web. 28 Sep 2020.

Vancouver:

Korson SJ. The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/92887.

Council of Science Editors:

Korson SJ. The "lived-in" moment: the aesthetic potential of nonfiction literature in a third grade classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92887


University of Illinois – Urbana-Champaign

15. Johnson Mardones, Daniel Fernando. Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 My work addresses the field of Curriculum Studies as a worldwide interdisciplinary field, its difficulties, complications, and possibilities. It primarily focuses on the relations between… (more)

Subjects/Keywords: Curriculum Studies; Currere; Internationalization

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APA (6th Edition):

Johnson Mardones, D. F. (2016). Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95571

Chicago Manual of Style (16th Edition):

Johnson Mardones, Daniel Fernando. “Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/95571.

MLA Handbook (7th Edition):

Johnson Mardones, Daniel Fernando. “Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key.” 2016. Web. 28 Sep 2020.

Vancouver:

Johnson Mardones DF. Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/95571.

Council of Science Editors:

Johnson Mardones DF. Curriculum Studies as an international conversation: cosmopolitanism in a Latin American key. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95571

16. Nelson, Kate. Immersion and emotion: Engaging technologies for empathy-based civic learning.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2019, University of Illinois – Urbana-Champaign

 Educational research historically calls for civic education experiences that equip students to tackle the social and political imperatives of the time. Presently, current levels of… (more)

Subjects/Keywords: Education; Educational Technology; Virtual Reality; Perspective Taking; Civic Education; Empathy

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APA (6th Edition):

Nelson, K. (2019). Immersion and emotion: Engaging technologies for empathy-based civic learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104750

Chicago Manual of Style (16th Edition):

Nelson, Kate. “Immersion and emotion: Engaging technologies for empathy-based civic learning.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/104750.

MLA Handbook (7th Edition):

Nelson, Kate. “Immersion and emotion: Engaging technologies for empathy-based civic learning.” 2019. Web. 28 Sep 2020.

Vancouver:

Nelson K. Immersion and emotion: Engaging technologies for empathy-based civic learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/104750.

Council of Science Editors:

Nelson K. Immersion and emotion: Engaging technologies for empathy-based civic learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104750


University of Illinois – Urbana-Champaign

17. Makela, Julia P. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.

Degree: PhD, 0209, 2011, University of Illinois – Urbana-Champaign

 This study was motivated by concerns regarding the difficult academic and career choices facing today’s college students as they navigate higher education and encounter career… (more)

Subjects/Keywords: career counseling; career intervention outcomes; career decision-making self-efficacy; career barriers; social cognitive career theory

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APA (6th Edition):

Makela, J. P. (2011). Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24025

Chicago Manual of Style (16th Edition):

Makela, Julia P. “Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24025.

MLA Handbook (7th Edition):

Makela, Julia P. “Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.” 2011. Web. 28 Sep 2020.

Vancouver:

Makela JP. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24025.

Council of Science Editors:

Makela JP. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24025


University of Illinois – Urbana-Champaign

18. Schmidt Jones, Catherine Anne. An online participatory action research inquiry into online inquiry-based music learning.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 The purpose of this study was to better understand what is happening when learners are unsuccessful in using online open education resources (OERs) for self-directed… (more)

Subjects/Keywords: participatory action research; open education resources; online learning; inquiry based learning; music learning; activity theory

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APA (6th Edition):

Schmidt Jones, C. A. (2015). An online participatory action research inquiry into online inquiry-based music learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90449

Chicago Manual of Style (16th Edition):

Schmidt Jones, Catherine Anne. “An online participatory action research inquiry into online inquiry-based music learning.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/90449.

MLA Handbook (7th Edition):

Schmidt Jones, Catherine Anne. “An online participatory action research inquiry into online inquiry-based music learning.” 2015. Web. 28 Sep 2020.

Vancouver:

Schmidt Jones CA. An online participatory action research inquiry into online inquiry-based music learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/90449.

Council of Science Editors:

Schmidt Jones CA. An online participatory action research inquiry into online inquiry-based music learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/90449

19. Andrews, Kimber Jo. The choreography of the classroom: performance and embodiment in teaching.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 The body is central to all human interaction and is literally the instrument through which teachers communicate. The topic of embodiment has increasingly been addressed… (more)

Subjects/Keywords: Embodiment; Higher Education; Performance; Aesthetics

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APA (6th Edition):

Andrews, K. J. (2016). The choreography of the classroom: performance and embodiment in teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90528

Chicago Manual of Style (16th Edition):

Andrews, Kimber Jo. “The choreography of the classroom: performance and embodiment in teaching.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/90528.

MLA Handbook (7th Edition):

Andrews, Kimber Jo. “The choreography of the classroom: performance and embodiment in teaching.” 2016. Web. 28 Sep 2020.

Vancouver:

Andrews KJ. The choreography of the classroom: performance and embodiment in teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/90528.

Council of Science Editors:

Andrews KJ. The choreography of the classroom: performance and embodiment in teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90528

20. Murray-Tiedge, Donna. Understanding pedagogy through the material world: lessons from a pre-service Saturday art school.

Degree: PhD, 0215, 2014, University of Illinois – Urbana-Champaign

 This study explores ways in which Saturday art school teachers use the material world in teaching art. Specifically, this research investigates how pedagogy can be… (more)

Subjects/Keywords: materiality and pedagogy; pre-service art education; visual arts curricula

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APA (6th Edition):

Murray-Tiedge, D. (2014). Understanding pedagogy through the material world: lessons from a pre-service Saturday art school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49445

Chicago Manual of Style (16th Edition):

Murray-Tiedge, Donna. “Understanding pedagogy through the material world: lessons from a pre-service Saturday art school.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/49445.

MLA Handbook (7th Edition):

Murray-Tiedge, Donna. “Understanding pedagogy through the material world: lessons from a pre-service Saturday art school.” 2014. Web. 28 Sep 2020.

Vancouver:

Murray-Tiedge D. Understanding pedagogy through the material world: lessons from a pre-service Saturday art school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/49445.

Council of Science Editors:

Murray-Tiedge D. Understanding pedagogy through the material world: lessons from a pre-service Saturday art school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49445

21. Smith, Tawnya. Using the expressive arts to facilitate group music improvisation and individual reflection: expanding consciousness in music learning for self-development.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This study examines the convergence of music learning and the expressive arts as a means to create a balance between internal and external ways of… (more)

Subjects/Keywords: music learning; expressive arts; musical improvisation; consciousness; integral theory; music performance anxiety

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APA (6th Edition):

Smith, T. (2014). Using the expressive arts to facilitate group music improvisation and individual reflection: expanding consciousness in music learning for self-development. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49453

Chicago Manual of Style (16th Edition):

Smith, Tawnya. “Using the expressive arts to facilitate group music improvisation and individual reflection: expanding consciousness in music learning for self-development.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/49453.

MLA Handbook (7th Edition):

Smith, Tawnya. “Using the expressive arts to facilitate group music improvisation and individual reflection: expanding consciousness in music learning for self-development.” 2014. Web. 28 Sep 2020.

Vancouver:

Smith T. Using the expressive arts to facilitate group music improvisation and individual reflection: expanding consciousness in music learning for self-development. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/49453.

Council of Science Editors:

Smith T. Using the expressive arts to facilitate group music improvisation and individual reflection: expanding consciousness in music learning for self-development. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49453

22. Koehler, Jeanne. Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This three-year study focuses on two high school science teachers who created active learning opportunities that invite students to go beyond the textbooks and did… (more)

Subjects/Keywords: Entrepreneurial Teaching; Third Space; Science Education; Entrepreneurship; Experiential Education; Reform-based Science Teaching; Low-Income Schools

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APA (6th Edition):

Koehler, J. (2014). Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46780

Chicago Manual of Style (16th Edition):

Koehler, Jeanne. “Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/46780.

MLA Handbook (7th Edition):

Koehler, Jeanne. “Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings.” 2014. Web. 28 Sep 2020.

Vancouver:

Koehler J. Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/46780.

Council of Science Editors:

Koehler J. Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46780

23. Kennett, Katrina Stearns. Experienced teachers’ planning practices: Orienting, inventing, and envisioning.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Although every teacher plans for instruction, little is known about how this complex practice is accomplished in everyday contexts. The bulk of research on teacher… (more)

Subjects/Keywords: Teacher planning; Literate practice; Curriculum design

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APA (6th Edition):

Kennett, K. S. (2017). Experienced teachers’ planning practices: Orienting, inventing, and envisioning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99312

Chicago Manual of Style (16th Edition):

Kennett, Katrina Stearns. “Experienced teachers’ planning practices: Orienting, inventing, and envisioning.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/99312.

MLA Handbook (7th Edition):

Kennett, Katrina Stearns. “Experienced teachers’ planning practices: Orienting, inventing, and envisioning.” 2017. Web. 28 Sep 2020.

Vancouver:

Kennett KS. Experienced teachers’ planning practices: Orienting, inventing, and envisioning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/99312.

Council of Science Editors:

Kennett KS. Experienced teachers’ planning practices: Orienting, inventing, and envisioning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99312

24. Bentsen, Samuel Arne. Black student access to Advanced Placement coursework in a suburban high school.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 Increasing numbers of high school students across America are taking AP courses; however the amount of Black high school students taking AP courses is very… (more)

Subjects/Keywords: AP participation for Black students

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APA (6th Edition):

Bentsen, S. A. (2017). Black student access to Advanced Placement coursework in a suburban high school. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97354

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):

Bentsen, Samuel Arne. “Black student access to Advanced Placement coursework in a suburban high school.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/97354.

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

MLA Handbook (7th Edition):

Bentsen, Samuel Arne. “Black student access to Advanced Placement coursework in a suburban high school.” 2017. Web. 28 Sep 2020.

Vancouver:

Bentsen SA. Black student access to Advanced Placement coursework in a suburban high school. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/97354.

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

Council of Science Editors:

Bentsen SA. Black student access to Advanced Placement coursework in a suburban high school. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97354

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

25. Shin, Hae-Kyung. Enabling young composers through the Vermont MIDI Project: Composition, verbalization and communication.

Degree: PhD, 0215, 2011, University of Illinois – Urbana-Champaign

 The purpose of this study was to examine what conditions of a mentoring project enable teachers and students to keep composing and teaching composition in… (more)

Subjects/Keywords: Music Education; Composition; Mentoring; Verbalization; Vermont MIDI Project; online

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APA (6th Edition):

Shin, H. (2011). Enabling young composers through the Vermont MIDI Project: Composition, verbalization and communication. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24452

Chicago Manual of Style (16th Edition):

Shin, Hae-Kyung. “Enabling young composers through the Vermont MIDI Project: Composition, verbalization and communication.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24452.

MLA Handbook (7th Edition):

Shin, Hae-Kyung. “Enabling young composers through the Vermont MIDI Project: Composition, verbalization and communication.” 2011. Web. 28 Sep 2020.

Vancouver:

Shin H. Enabling young composers through the Vermont MIDI Project: Composition, verbalization and communication. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24452.

Council of Science Editors:

Shin H. Enabling young composers through the Vermont MIDI Project: Composition, verbalization and communication. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24452

26. Solomonson, Glen T. Segue: entering into a legacy.

Degree: PhD, 1144, 2011, University of Illinois – Urbana-Champaign

 Musicians are different. Not different like athletes are different, or like painters are different – but different from those who are different. Making music literally… (more)

Subjects/Keywords: music education; retirement; teacher retirement; musicians

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APA (6th Edition):

Solomonson, G. T. (2011). Segue: entering into a legacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24092

Chicago Manual of Style (16th Edition):

Solomonson, Glen T. “Segue: entering into a legacy.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24092.

MLA Handbook (7th Edition):

Solomonson, Glen T. “Segue: entering into a legacy.” 2011. Web. 28 Sep 2020.

Vancouver:

Solomonson GT. Segue: entering into a legacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24092.

Council of Science Editors:

Solomonson GT. Segue: entering into a legacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24092

27. Wofford, Michael G. Examining the influence of frames of reference on flight instructors' process of informal learning in an aviation setting.

Degree: PhD, 4096, 2011, University of Illinois – Urbana-Champaign

 Informal learning in the workplace is one of the most predominant forms of learning and is critical to the development of professional knowledge and expertise.… (more)

Subjects/Keywords: Informal Learning; Frame of Reference; Aviation Instruction

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APA (6th Edition):

Wofford, M. G. (2011). Examining the influence of frames of reference on flight instructors' process of informal learning in an aviation setting. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24085

Chicago Manual of Style (16th Edition):

Wofford, Michael G. “Examining the influence of frames of reference on flight instructors' process of informal learning in an aviation setting.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24085.

MLA Handbook (7th Edition):

Wofford, Michael G. “Examining the influence of frames of reference on flight instructors' process of informal learning in an aviation setting.” 2011. Web. 28 Sep 2020.

Vancouver:

Wofford MG. Examining the influence of frames of reference on flight instructors' process of informal learning in an aviation setting. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24085.

Council of Science Editors:

Wofford MG. Examining the influence of frames of reference on flight instructors' process of informal learning in an aviation setting. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24085

28. Kola, Irena. Global Pressures and the Dynamics of Local Change: A Case Study of an English Department at an Albanian University.

Degree: PhD, 0220, 2011, University of Illinois – Urbana-Champaign

 This dissertation is a case study of an English Department at a leading university in Tirana, Albania that investigates the Higher Education reforms resulting from… (more)

Subjects/Keywords: Bologna Agreement; Albanian Higher Education reforms; policy negotiation, interpretation, and implementation; globalization of English; English Language Education

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APA (6th Edition):

Kola, I. (2011). Global Pressures and the Dynamics of Local Change: A Case Study of an English Department at an Albanian University. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24410

Chicago Manual of Style (16th Edition):

Kola, Irena. “Global Pressures and the Dynamics of Local Change: A Case Study of an English Department at an Albanian University.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24410.

MLA Handbook (7th Edition):

Kola, Irena. “Global Pressures and the Dynamics of Local Change: A Case Study of an English Department at an Albanian University.” 2011. Web. 28 Sep 2020.

Vancouver:

Kola I. Global Pressures and the Dynamics of Local Change: A Case Study of an English Department at an Albanian University. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24410.

Council of Science Editors:

Kola I. Global Pressures and the Dynamics of Local Change: A Case Study of an English Department at an Albanian University. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24410

29. Danker, Stephanie. Museums and schools: strengthening relationships between an art museum educator and local teachers.

Degree: PhD, 0169, 2013, University of Illinois – Urbana-Champaign

 The purpose of this study was to learn from an attempt to form a community of practice consisting of local teachers and an art museum… (more)

Subjects/Keywords: art museum-school collaboration; teacher professional development; art museum education; university art museum; Art21

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APA (6th Edition):

Danker, S. (2013). Museums and schools: strengthening relationships between an art museum educator and local teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42222

Chicago Manual of Style (16th Edition):

Danker, Stephanie. “Museums and schools: strengthening relationships between an art museum educator and local teachers.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/42222.

MLA Handbook (7th Edition):

Danker, Stephanie. “Museums and schools: strengthening relationships between an art museum educator and local teachers.” 2013. Web. 28 Sep 2020.

Vancouver:

Danker S. Museums and schools: strengthening relationships between an art museum educator and local teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/42222.

Council of Science Editors:

Danker S. Museums and schools: strengthening relationships between an art museum educator and local teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42222

30. Provezis, Staci J. Regional accreditation and learning outcomes assessment: mapping the territory.

Degree: PhD, 0209, 2010, University of Illinois – Urbana-Champaign

 This case study examined the intersection of collegiate-level student learning outcomes assessment with regional accreditation to understand how regional accreditation policies and practices leverage student… (more)

Subjects/Keywords: Higher Education; Accreditation; Student Learning; Outcomes Assessment

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APA (6th Edition):

Provezis, S. J. (2010). Regional accreditation and learning outcomes assessment: mapping the territory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16260

Chicago Manual of Style (16th Edition):

Provezis, Staci J. “Regional accreditation and learning outcomes assessment: mapping the territory.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/16260.

MLA Handbook (7th Edition):

Provezis, Staci J. “Regional accreditation and learning outcomes assessment: mapping the territory.” 2010. Web. 28 Sep 2020.

Vancouver:

Provezis SJ. Regional accreditation and learning outcomes assessment: mapping the territory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/16260.

Council of Science Editors:

Provezis SJ. Regional accreditation and learning outcomes assessment: mapping the territory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16260

[1] [2]

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