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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Greene, Jennifer"). Showing records 31 – 59 of 59 total matches.

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University of Illinois – Urbana-Champaign

31. Flores, Michelle P. The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 Substance abuse is rapidly and steadily becoming the highest behavioral health concern in the United States (SAMHSA, 2012). The impact of substance abuse is especially… (more)

Subjects/Keywords: Substance abuse; Therapeutic confrontation; Incarceration; Workshop

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APA (6th Edition):

Flores, M. P. (2016). The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/93042

Chicago Manual of Style (16th Edition):

Flores, Michelle P. “The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/93042.

MLA Handbook (7th Edition):

Flores, Michelle P. “The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated.” 2016. Web. 25 Mar 2019.

Vancouver:

Flores MP. The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/93042.

Council of Science Editors:

Flores MP. The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/93042


University of Illinois – Urbana-Champaign

32. Zapata, Marisa A. Planning across differences: collaborative planning processes for the California Central Valley's future.

Degree: PhD, 0274, 2010, University of Illinois – Urbana-Champaign

 This dissertation examines the intersections between difference, participation, and planning processes. Rooted in scholarly conversations about deliberative democracy, collaborative planning, and nonprofit organizations in civil… (more)

Subjects/Keywords: cultural difference; public participation; Nonprofit organizations; planning process; deliberative democracy; collaborative planning

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APA (6th Edition):

Zapata, M. A. (2010). Planning across differences: collaborative planning processes for the California Central Valley's future. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/14613

Chicago Manual of Style (16th Edition):

Zapata, Marisa A. “Planning across differences: collaborative planning processes for the California Central Valley's future.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/14613.

MLA Handbook (7th Edition):

Zapata, Marisa A. “Planning across differences: collaborative planning processes for the California Central Valley's future.” 2010. Web. 25 Mar 2019.

Vancouver:

Zapata MA. Planning across differences: collaborative planning processes for the California Central Valley's future. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/14613.

Council of Science Editors:

Zapata MA. Planning across differences: collaborative planning processes for the California Central Valley's future. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/14613


University of Illinois – Urbana-Champaign

33. Legutki, Allen R. Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience.

Degree: PhD, 0168, 2010, University of Illinois – Urbana-Champaign

 Many decades of research on achievement in schools has shown that motivation is a key ingredient for student success. As most band directors might testify,… (more)

Subjects/Keywords: music education; music participation; psychological needs; self-determination; intrinsic motivation; self-regulation; motivation

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APA (6th Edition):

Legutki, A. R. (2010). Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16850

Chicago Manual of Style (16th Edition):

Legutki, Allen R. “Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/16850.

MLA Handbook (7th Edition):

Legutki, Allen R. “Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience.” 2010. Web. 25 Mar 2019.

Vancouver:

Legutki AR. Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/16850.

Council of Science Editors:

Legutki AR. Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16850


University of Illinois – Urbana-Champaign

34. Linker, Jenny M. Impact of a physical education teaching methods course on pre-service classroom teachers.

Degree: PhD, 0351, 2012, University of Illinois – Urbana-Champaign

 Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as ???Let's Move in School,??? and it is important to consider their professional… (more)

Subjects/Keywords: physical education; pre-service classroom teachers; movement in the classroom

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APA (6th Edition):

Linker, J. M. (2012). Impact of a physical education teaching methods course on pre-service classroom teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29508

Chicago Manual of Style (16th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/29508.

MLA Handbook (7th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Web. 25 Mar 2019.

Vancouver:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/29508.

Council of Science Editors:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29508


University of Illinois – Urbana-Champaign

35. Linick, Matthew. Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs.

Degree: PhD, 0220, 2013, University of Illinois – Urbana-Champaign

 This project incorporates three different examinations of the relationship between charter schools and public school districts and district-run public schools. Charter schools, publically funded and… (more)

Subjects/Keywords: charter schools; resource allocation; quasi-experimental design; second-level effects; competition; charter school policy

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APA (6th Edition):

Linick, M. (2013). Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44810

Chicago Manual of Style (16th Edition):

Linick, Matthew. “Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/44810.

MLA Handbook (7th Edition):

Linick, Matthew. “Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs.” 2013. Web. 25 Mar 2019.

Vancouver:

Linick M. Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/44810.

Council of Science Editors:

Linick M. Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44810


University of Illinois – Urbana-Champaign

36. Dworkin, Emily Raphael. The process and context of help-seeking after sexual assault.

Degree: PhD, Psychology, 2016, University of Illinois – Urbana-Champaign

 Sexual assault is a common experience that has been associated with a number of problematic psychosocial outcomes. To cope with the trauma of sexual assault… (more)

Subjects/Keywords: rape; disclosure; sexual assault; help-seeking; trauma; violence; mixed methods; social contexts; social networks

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APA (6th Edition):

Dworkin, E. R. (2016). The process and context of help-seeking after sexual assault. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92685

Chicago Manual of Style (16th Edition):

Dworkin, Emily Raphael. “The process and context of help-seeking after sexual assault.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/92685.

MLA Handbook (7th Edition):

Dworkin, Emily Raphael. “The process and context of help-seeking after sexual assault.” 2016. Web. 25 Mar 2019.

Vancouver:

Dworkin ER. The process and context of help-seeking after sexual assault. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/92685.

Council of Science Editors:

Dworkin ER. The process and context of help-seeking after sexual assault. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92685

37. Tillman, Ayesha. Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation.

Degree: PhD, 0210, 2015, University of Illinois – Urbana-Champaign

 As challenges mount in the areas of national defense, climate change, health, energy, economic growth, food safety and accessibility, and environmental protection, so does the… (more)

Subjects/Keywords: evaluation; Science Technology Engineering and Mathematics (STEM); diversity; equity; values-engagement

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APA (6th Edition):

Tillman, A. (2015). Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72872

Chicago Manual of Style (16th Edition):

Tillman, Ayesha. “Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/72872.

MLA Handbook (7th Edition):

Tillman, Ayesha. “Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation.” 2015. Web. 25 Mar 2019.

Vancouver:

Tillman A. Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/72872.

Council of Science Editors:

Tillman A. Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72872

38. Garcia, Gabriela Liseth. Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 “What constitutes a competent evaluator?” This question has been a topic of discussion and lively debates within evaluation communities around the world. In the past… (more)

Subjects/Keywords: Situational awareness; Interpersonal competence; Evaluator competency frameworks

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APA (6th Edition):

Garcia, G. L. (2016). Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95325

Chicago Manual of Style (16th Edition):

Garcia, Gabriela Liseth. “Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/95325.

MLA Handbook (7th Edition):

Garcia, Gabriela Liseth. “Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies.” 2016. Web. 25 Mar 2019.

Vancouver:

Garcia GL. Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/95325.

Council of Science Editors:

Garcia GL. Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95325

39. Hood, Lisa. A case study of a school district new principal mentoring program.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 In an effort to learn more about evaluation theory and practice, particularly the tensions and benefits of integrating two different evaluation approaches, this study was… (more)

Subjects/Keywords: program theory evaluation; metaevaluation; constructivism; mentoring; evaluation; principals

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APA (6th Edition):

Hood, L. (2014). A case study of a school district new principal mentoring program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49552

Chicago Manual of Style (16th Edition):

Hood, Lisa. “A case study of a school district new principal mentoring program.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/49552.

MLA Handbook (7th Edition):

Hood, Lisa. “A case study of a school district new principal mentoring program.” 2014. Web. 25 Mar 2019.

Vancouver:

Hood L. A case study of a school district new principal mentoring program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/49552.

Council of Science Editors:

Hood L. A case study of a school district new principal mentoring program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49552

40. Adamson, Brynn Clairisse. The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis.

Degree: PhD, Kinesiology, 2018, University of Illinois – Urbana-Champaign

 BACKGROUND: Multiple sclerosis (MS) is a chronic condition resulting in a wide range of physical, cognitive and affective impairments that can either fluctuate, or remain… (more)

Subjects/Keywords: Exercise; medicalization; disability; multiple sclerosis; interpretative phenomenological analysis; disability identity

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APA (6th Edition):

Adamson, B. C. (2018). The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101502

Chicago Manual of Style (16th Edition):

Adamson, Brynn Clairisse. “The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/101502.

MLA Handbook (7th Edition):

Adamson, Brynn Clairisse. “The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis.” 2018. Web. 25 Mar 2019.

Vancouver:

Adamson BC. The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/101502.

Council of Science Editors:

Adamson BC. The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101502

41. McRee, Michael. Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs.

Degree: PhD, 4096, 2013, University of Illinois – Urbana-Champaign

 Instructor Perceptions of What Good Lead Facilitators do in Long-Standing, Co-Curricular, Multi-Day, Undergraduate Leadership Programs is an exploratory, qualitative study of what good teachers do… (more)

Subjects/Keywords: training; teaching; facilitation; institute; instructor; LeaderShape

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APA (6th Edition):

McRee, M. (2013). Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42292

Chicago Manual of Style (16th Edition):

McRee, Michael. “Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/42292.

MLA Handbook (7th Edition):

McRee, Michael. “Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs.” 2013. Web. 25 Mar 2019.

Vancouver:

McRee M. Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/42292.

Council of Science Editors:

McRee M. Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42292

42. Jankowski, Natasha. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 Institutions of higher education in the United States operate within a climate of accountability and transparency where they are constantly asked to provide evidence of… (more)

Subjects/Keywords: Assessment; evidence use; decision making; learning outcomes; Accountability; transparency; storytelling

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APA (6th Edition):

Jankowski, N. (2013). Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42316

Chicago Manual of Style (16th Edition):

Jankowski, Natasha. “Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/42316.

MLA Handbook (7th Edition):

Jankowski, Natasha. “Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.” 2013. Web. 25 Mar 2019.

Vancouver:

Jankowski N. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/42316.

Council of Science Editors:

Jankowski N. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42316

43. Sheridan, Kathryn M. Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths.

Degree: PhD, 0365, 2011, University of Illinois – Urbana-Champaign

 Social workers must confront a number of significant challenges as front-line workers in their efforts to provide appropriate prevention and intervention services to children from… (more)

Subjects/Keywords: mental health; social functioning; methamphetamine; child welfare; substance affected families; resilience

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APA (6th Edition):

Sheridan, K. M. (2011). Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24045

Chicago Manual of Style (16th Edition):

Sheridan, Kathryn M. “Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/24045.

MLA Handbook (7th Edition):

Sheridan, Kathryn M. “Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths.” 2011. Web. 25 Mar 2019.

Vancouver:

Sheridan KM. Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/24045.

Council of Science Editors:

Sheridan KM. Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24045

44. Buell, James. From outreach to inreach: Connecting young learners with the world of emerging science.

Degree: PhD, 0210, 2011, University of Illinois – Urbana-Champaign

 Agencies that fund scientific research have called increasingly in recent years for the projects they support to contribute to broader social and educational impacts. However,… (more)

Subjects/Keywords: science education; leading-edge science projects; educational outreach; genomics education; honey bee biology education; research science meets school science

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APA (6th Edition):

Buell, J. (2011). From outreach to inreach: Connecting young learners with the world of emerging science. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24162

Chicago Manual of Style (16th Edition):

Buell, James. “From outreach to inreach: Connecting young learners with the world of emerging science.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/24162.

MLA Handbook (7th Edition):

Buell, James. “From outreach to inreach: Connecting young learners with the world of emerging science.” 2011. Web. 25 Mar 2019.

Vancouver:

Buell J. From outreach to inreach: Connecting young learners with the world of emerging science. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/24162.

Council of Science Editors:

Buell J. From outreach to inreach: Connecting young learners with the world of emerging science. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24162

45. Valgoi, Maria Judith. A practical-participatory evaluation of a racial diversity education program for police recruits.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 The purpose of this study was to use a practical–participatory evaluative method (Cousins & Whitmore, 1998) to develop and critically evaluate a diversity education program… (more)

Subjects/Keywords: Multicultural Competency Training; Police Training; Program Evaluation

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APA (6th Edition):

Valgoi, M. J. (2016). A practical-participatory evaluation of a racial diversity education program for police recruits. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92775

Chicago Manual of Style (16th Edition):

Valgoi, Maria Judith. “A practical-participatory evaluation of a racial diversity education program for police recruits.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/92775.

MLA Handbook (7th Edition):

Valgoi, Maria Judith. “A practical-participatory evaluation of a racial diversity education program for police recruits.” 2016. Web. 25 Mar 2019.

Vancouver:

Valgoi MJ. A practical-participatory evaluation of a racial diversity education program for police recruits. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/92775.

Council of Science Editors:

Valgoi MJ. A practical-participatory evaluation of a racial diversity education program for police recruits. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92775

46. Chen, Yun-Shiuan. Modernization or cultural imperialism: A critical reading of Taiwan's national scholarship program for overseas study.

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

 This research critically analyzes Taiwan’s long-standing National Scholarship Program for Overseas Study. It focuses on the program’s development between 1955 and 2000. The National Scholarship… (more)

Subjects/Keywords: Taiwan; Educational Policy; Post-colonial

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APA (6th Edition):

Chen, Y. (2011). Modernization or cultural imperialism: A critical reading of Taiwan's national scholarship program for overseas study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24388

Chicago Manual of Style (16th Edition):

Chen, Yun-Shiuan. “Modernization or cultural imperialism: A critical reading of Taiwan's national scholarship program for overseas study.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/24388.

MLA Handbook (7th Edition):

Chen, Yun-Shiuan. “Modernization or cultural imperialism: A critical reading of Taiwan's national scholarship program for overseas study.” 2011. Web. 25 Mar 2019.

Vancouver:

Chen Y. Modernization or cultural imperialism: A critical reading of Taiwan's national scholarship program for overseas study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/24388.

Council of Science Editors:

Chen Y. Modernization or cultural imperialism: A critical reading of Taiwan's national scholarship program for overseas study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24388

47. Boufajreldin, Lama. Local hazards knowledge and risk perceptions of stakeholders in Southern Illinois watershed partnerships.

Degree: PhD, 0190, 2012, University of Illinois – Urbana-Champaign

 During the past three decades, thousands of watershed groups or partnerships have emerged in the United States as federal and state agencies have fostered collaborative… (more)

Subjects/Keywords: Collaborative Watershed Management; Local Hazards Knowledge; Risk Perception; Holistic and Preventative Watershed Management

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APA (6th Edition):

Boufajreldin, L. (2012). Local hazards knowledge and risk perceptions of stakeholders in Southern Illinois watershed partnerships. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/30926

Chicago Manual of Style (16th Edition):

Boufajreldin, Lama. “Local hazards knowledge and risk perceptions of stakeholders in Southern Illinois watershed partnerships.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/30926.

MLA Handbook (7th Edition):

Boufajreldin, Lama. “Local hazards knowledge and risk perceptions of stakeholders in Southern Illinois watershed partnerships.” 2012. Web. 25 Mar 2019.

Vancouver:

Boufajreldin L. Local hazards knowledge and risk perceptions of stakeholders in Southern Illinois watershed partnerships. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/30926.

Council of Science Editors:

Boufajreldin L. Local hazards knowledge and risk perceptions of stakeholders in Southern Illinois watershed partnerships. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/30926

48. Neeper, Lance. Involvement of higher education special education faculty in service-learning course development and implementation.

Degree: PhD, 0093, 2012, University of Illinois – Urbana-Champaign

 The purpose of this qualitative study was to examine the perspectives of higher education faculty with expertise in service-learning (SL) course development and implementation. Using… (more)

Subjects/Keywords: special education; service-learning; community engagement; higher education; teacher education; course development

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APA (6th Edition):

Neeper, L. (2012). Involvement of higher education special education faculty in service-learning course development and implementation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31111

Chicago Manual of Style (16th Edition):

Neeper, Lance. “Involvement of higher education special education faculty in service-learning course development and implementation.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/31111.

MLA Handbook (7th Edition):

Neeper, Lance. “Involvement of higher education special education faculty in service-learning course development and implementation.” 2012. Web. 25 Mar 2019.

Vancouver:

Neeper L. Involvement of higher education special education faculty in service-learning course development and implementation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/31111.

Council of Science Editors:

Neeper L. Involvement of higher education special education faculty in service-learning course development and implementation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31111

49. Hsu, Huei-Lien. The impact of world Englishes on language assessment: rater attitude, rating behavior, and challenges.

Degree: PhD, 0210, 2012, University of Illinois – Urbana-Champaign

 By centralizing the issue of test fairness in language proficiency assessments, this study responds to a call by researchers for developing greater social responsibility in… (more)

Subjects/Keywords: Second language assessment; World Englishes; perception; Instrument

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APA (6th Edition):

Hsu, H. (2012). The impact of world Englishes on language assessment: rater attitude, rating behavior, and challenges. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31133

Chicago Manual of Style (16th Edition):

Hsu, Huei-Lien. “The impact of world Englishes on language assessment: rater attitude, rating behavior, and challenges.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/31133.

MLA Handbook (7th Edition):

Hsu, Huei-Lien. “The impact of world Englishes on language assessment: rater attitude, rating behavior, and challenges.” 2012. Web. 25 Mar 2019.

Vancouver:

Hsu H. The impact of world Englishes on language assessment: rater attitude, rating behavior, and challenges. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/31133.

Council of Science Editors:

Hsu H. The impact of world Englishes on language assessment: rater attitude, rating behavior, and challenges. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31133

50. Muwana, Florence. Zambian Student Teachers' Attitudes Toward Including Students With Disabilities in General Education Classrooms.

Degree: PhD, 0093, 2012, University of Illinois – Urbana-Champaign

 Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from… (more)

Subjects/Keywords: Inclusive education; students with disabilities; attitude toward inclusion

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APA (6th Edition):

Muwana, F. (2012). Zambian Student Teachers' Attitudes Toward Including Students With Disabilities in General Education Classrooms. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31212

Chicago Manual of Style (16th Edition):

Muwana, Florence. “Zambian Student Teachers' Attitudes Toward Including Students With Disabilities in General Education Classrooms.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/31212.

MLA Handbook (7th Edition):

Muwana, Florence. “Zambian Student Teachers' Attitudes Toward Including Students With Disabilities in General Education Classrooms.” 2012. Web. 25 Mar 2019.

Vancouver:

Muwana F. Zambian Student Teachers' Attitudes Toward Including Students With Disabilities in General Education Classrooms. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/31212.

Council of Science Editors:

Muwana F. Zambian Student Teachers' Attitudes Toward Including Students With Disabilities in General Education Classrooms. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31212

51. Downs, Holly A. Discerning quality evaluation in online graduate degree programs in agricultural sciences and engineering.

Degree: PhD, 0210, 2011, University of Illinois – Urbana-Champaign

 Enormous demands for online degrees in higher education have increased the pressure on universities to launch web courses and degrees quickly and, at times, without… (more)

Subjects/Keywords: Evaluation; Online Learning; Quality Indicators; STEM Graduate Degree; Science, Technology, Engineering, and Mathematics (STEM)

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APA (6th Edition):

Downs, H. A. (2011). Discerning quality evaluation in online graduate degree programs in agricultural sciences and engineering. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26178

Chicago Manual of Style (16th Edition):

Downs, Holly A. “Discerning quality evaluation in online graduate degree programs in agricultural sciences and engineering.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/26178.

MLA Handbook (7th Edition):

Downs, Holly A. “Discerning quality evaluation in online graduate degree programs in agricultural sciences and engineering.” 2011. Web. 25 Mar 2019.

Vancouver:

Downs HA. Discerning quality evaluation in online graduate degree programs in agricultural sciences and engineering. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/26178.

Council of Science Editors:

Downs HA. Discerning quality evaluation in online graduate degree programs in agricultural sciences and engineering. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26178

52. Larsen, Sadie E. Course and predictors of recovery from disruptive life events.

Degree: PhD, 0338, 2011, University of Illinois – Urbana-Champaign

 There is a history in research of studying traumatic and stressful life events as if they are two completely separate phenomena. Yet there is reason… (more)

Subjects/Keywords: Traumatic events; stressful life events; sudden gains; spikes; temporal course of recovery

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APA (6th Edition):

Larsen, S. E. (2011). Course and predictors of recovery from disruptive life events. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26041

Chicago Manual of Style (16th Edition):

Larsen, Sadie E. “Course and predictors of recovery from disruptive life events.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/26041.

MLA Handbook (7th Edition):

Larsen, Sadie E. “Course and predictors of recovery from disruptive life events.” 2011. Web. 25 Mar 2019.

Vancouver:

Larsen SE. Course and predictors of recovery from disruptive life events. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/26041.

Council of Science Editors:

Larsen SE. Course and predictors of recovery from disruptive life events. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26041

53. Jeong, Heejeong. Perspectives of language assessment training for teachers and testing professionals.

Degree: PhD, 0210, 2011, University of Illinois – Urbana-Champaign

 Even before the field of Language Testing emerged as an independent field in applied linguistics, language assessment courses had been taught in various forms and… (more)

Subjects/Keywords: Language Testing; Teacher Education; Assessment Literacy; Language Tester; Professional Development

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APA (6th Edition):

Jeong, H. (2011). Perspectives of language assessment training for teachers and testing professionals. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26071

Chicago Manual of Style (16th Edition):

Jeong, Heejeong. “Perspectives of language assessment training for teachers and testing professionals.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/26071.

MLA Handbook (7th Edition):

Jeong, Heejeong. “Perspectives of language assessment training for teachers and testing professionals.” 2011. Web. 25 Mar 2019.

Vancouver:

Jeong H. Perspectives of language assessment training for teachers and testing professionals. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/26071.

Council of Science Editors:

Jeong H. Perspectives of language assessment training for teachers and testing professionals. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26071

54. Dlugonski, Deirdre. Correlates and consequences of physical activity among single mothers.

Degree: PhD, 0351, 2014, University of Illinois – Urbana-Champaign

 Single motherhood has been associated with negative health consequences such as cardiovascular disease, depression, and stress. Participation in physical activity might improve the health of… (more)

Subjects/Keywords: single mothers; physical activity; health; social cognitive theory

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APA (6th Edition):

Dlugonski, D. (2014). Correlates and consequences of physical activity among single mothers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46788

Chicago Manual of Style (16th Edition):

Dlugonski, Deirdre. “Correlates and consequences of physical activity among single mothers.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/46788.

MLA Handbook (7th Edition):

Dlugonski, Deirdre. “Correlates and consequences of physical activity among single mothers.” 2014. Web. 25 Mar 2019.

Vancouver:

Dlugonski D. Correlates and consequences of physical activity among single mothers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/46788.

Council of Science Editors:

Dlugonski D. Correlates and consequences of physical activity among single mothers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46788

55. Bonati, Michelle. Peer interactions and roles of high school students with severe disabilities during inclusive service-learning.

Degree: PhD, 0093, 2014, University of Illinois – Urbana-Champaign

 The purpose of this mixed methods case study was to examine how high school students with severe disabilities interact with peers and adults, the relationship… (more)

Subjects/Keywords: Severe disabilities; Secondary education; High school; Peer interactions; Group roles

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APA (6th Edition):

Bonati, M. (2014). Peer interactions and roles of high school students with severe disabilities during inclusive service-learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49364

Chicago Manual of Style (16th Edition):

Bonati, Michelle. “Peer interactions and roles of high school students with severe disabilities during inclusive service-learning.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/49364.

MLA Handbook (7th Edition):

Bonati, Michelle. “Peer interactions and roles of high school students with severe disabilities during inclusive service-learning.” 2014. Web. 25 Mar 2019.

Vancouver:

Bonati M. Peer interactions and roles of high school students with severe disabilities during inclusive service-learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/49364.

Council of Science Editors:

Bonati M. Peer interactions and roles of high school students with severe disabilities during inclusive service-learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49364

56. Tian, Qingyan. Hybrid leadership: a study of the leadership (roles and characteristics) of nine Chinese university presidents with U.S. experiences.

Degree: PhD, 0220, 2013, University of Illinois – Urbana-Champaign

 Globalization is producing an increasingly interconnected world with blurring political, economic, and particularly cultural boundaries among nations. The growing interconnectedness and the resulting hybridization of… (more)

Subjects/Keywords: globalization; culture; higher education; leadership; hybrid culture; hybrid leadership; hybrid methodology; Chinese and American culture and leadership; Chinese leadership with global characteristics; global leadership; university presidential leadership; university presidential roles and characteristics; Chinese university presidency

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APA (6th Edition):

Tian, Q. (2013). Hybrid leadership: a study of the leadership (roles and characteristics) of nine Chinese university presidents with U.S. experiences. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44354

Chicago Manual of Style (16th Edition):

Tian, Qingyan. “Hybrid leadership: a study of the leadership (roles and characteristics) of nine Chinese university presidents with U.S. experiences.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/44354.

MLA Handbook (7th Edition):

Tian, Qingyan. “Hybrid leadership: a study of the leadership (roles and characteristics) of nine Chinese university presidents with U.S. experiences.” 2013. Web. 25 Mar 2019.

Vancouver:

Tian Q. Hybrid leadership: a study of the leadership (roles and characteristics) of nine Chinese university presidents with U.S. experiences. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/44354.

Council of Science Editors:

Tian Q. Hybrid leadership: a study of the leadership (roles and characteristics) of nine Chinese university presidents with U.S. experiences. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44354

57. Whittaker, Valene. Exploring the associations between racial identity attitudes and social justice outcomes in African American college students: a mixed methods investigation.

Degree: PhD, 0210, 2013, University of Illinois – Urbana-Champaign

 Recent quantitative research provides empirical support for the relation between racial identity attitudes and a range of sociocultural and psychological outcomes; however, there is a… (more)

Subjects/Keywords: Black Racial Identity; Nigrescence; Cross Racial Identity Scale (CRIS); Cluster Analysis; African Americans; Social Justice; Mixed Methods; Counseling Psychology; Black Psychology

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APA (6th Edition):

Whittaker, V. (2013). Exploring the associations between racial identity attitudes and social justice outcomes in African American college students: a mixed methods investigation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44377

Chicago Manual of Style (16th Edition):

Whittaker, Valene. “Exploring the associations between racial identity attitudes and social justice outcomes in African American college students: a mixed methods investigation.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/44377.

MLA Handbook (7th Edition):

Whittaker, Valene. “Exploring the associations between racial identity attitudes and social justice outcomes in African American college students: a mixed methods investigation.” 2013. Web. 25 Mar 2019.

Vancouver:

Whittaker V. Exploring the associations between racial identity attitudes and social justice outcomes in African American college students: a mixed methods investigation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/44377.

Council of Science Editors:

Whittaker V. Exploring the associations between racial identity attitudes and social justice outcomes in African American college students: a mixed methods investigation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44377

58. Dodson, Milo L. The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 Two-hundred-and-eighty-five African Americans completed a web-based survey to explore their linguistic ideologies (i.e., beliefs about socially embedded words), racial identity attitudes, and usage of the… (more)

Subjects/Keywords: nigga; nigger; n-word; African American; racial identity; Cross Racial Identity Scale (CRIS); language; linguistic ideologies; mixed methods

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APA (6th Edition):

Dodson, M. L. (2014). The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50506

Chicago Manual of Style (16th Edition):

Dodson, Milo L. “The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 25, 2019. http://hdl.handle.net/2142/50506.

MLA Handbook (7th Edition):

Dodson, Milo L. “The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word.” 2014. Web. 25 Mar 2019.

Vancouver:

Dodson ML. The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2142/50506.

Council of Science Editors:

Dodson ML. The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50506

59. 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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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

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