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You searched for +publisher:"University of Nevada – Las Vegas" +contributor:("Chyllis Scott"). Showing records 1 – 13 of 13 total matches.

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University of Nevada – Las Vegas

1. Schneider, Holly Anne. Perceptions of mattering in the doctoral student and advisor relationship.

Degree: PhD, 2015, University of Nevada – Las Vegas

  The advising relationship has been acknowledged as one of the most important factors in doctoral student persistence and attrition. Less researched are psychosocial factors… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Schneider, H. A. (2015). Perceptions of mattering in the doctoral student and advisor relationship. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2581

Chicago Manual of Style (16th Edition):

Schneider, Holly Anne. “Perceptions of mattering in the doctoral student and advisor relationship.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2581.

MLA Handbook (7th Edition):

Schneider, Holly Anne. “Perceptions of mattering in the doctoral student and advisor relationship.” 2015. Web. 21 Jul 2019.

Vancouver:

Schneider HA. Perceptions of mattering in the doctoral student and advisor relationship. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2581.

Council of Science Editors:

Schneider HA. Perceptions of mattering in the doctoral student and advisor relationship. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2581


University of Nevada – Las Vegas

2. Baxter, Christine. Parent and Teacher Perspectives of the Social Competence of Dual Language Learners.

Degree: PhD, Educational & Clinical Studies, 2017, University of Nevada – Las Vegas

  Parent and teacher perspectives of young children’s social competence were compared by analyzing parent and teacher ratings of 30 dual language learners and 30… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Baxter, C. (2017). Parent and Teacher Perspectives of the Social Competence of Dual Language Learners. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2942

Chicago Manual of Style (16th Edition):

Baxter, Christine. “Parent and Teacher Perspectives of the Social Competence of Dual Language Learners.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2942.

MLA Handbook (7th Edition):

Baxter, Christine. “Parent and Teacher Perspectives of the Social Competence of Dual Language Learners.” 2017. Web. 21 Jul 2019.

Vancouver:

Baxter C. Parent and Teacher Perspectives of the Social Competence of Dual Language Learners. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2942.

Council of Science Editors:

Baxter C. Parent and Teacher Perspectives of the Social Competence of Dual Language Learners. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2942


University of Nevada – Las Vegas

3. King, Janet L. The Nature and Extent of Instructors’ Use of Learning Analytics in Higher Education to Inform Teaching and Learning.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  The utilization of learning analytics to support teaching and learning has emerged as a newer phenomenon combining instructor-oriented action research, the mining of educational… (more)

Subjects/Keywords: Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

King, J. L. (2017). The Nature and Extent of Instructors’ Use of Learning Analytics in Higher Education to Inform Teaching and Learning. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2998

Chicago Manual of Style (16th Edition):

King, Janet L. “The Nature and Extent of Instructors’ Use of Learning Analytics in Higher Education to Inform Teaching and Learning.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2998.

MLA Handbook (7th Edition):

King, Janet L. “The Nature and Extent of Instructors’ Use of Learning Analytics in Higher Education to Inform Teaching and Learning.” 2017. Web. 21 Jul 2019.

Vancouver:

King JL. The Nature and Extent of Instructors’ Use of Learning Analytics in Higher Education to Inform Teaching and Learning. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2998.

Council of Science Editors:

King JL. The Nature and Extent of Instructors’ Use of Learning Analytics in Higher Education to Inform Teaching and Learning. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2998


University of Nevada – Las Vegas

4. Slater, Lori L. Comparing the Differences in Access to Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice.

Degree: PhD, Educational & Clinical Studies, 2017, University of Nevada – Las Vegas

  The demands on schools, teachers, and students continue to increase as greater accountability measures are put into place at all levels. For teachers to… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Slater, L. L. (2017). Comparing the Differences in Access to Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3035

Chicago Manual of Style (16th Edition):

Slater, Lori L. “Comparing the Differences in Access to Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3035.

MLA Handbook (7th Edition):

Slater, Lori L. “Comparing the Differences in Access to Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice.” 2017. Web. 21 Jul 2019.

Vancouver:

Slater LL. Comparing the Differences in Access to Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3035.

Council of Science Editors:

Slater LL. Comparing the Differences in Access to Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3035


University of Nevada – Las Vegas

5. Turgut, Refika. Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  The purpose of this study is to examine the teacher identity development of Teach for America (TFA) teachers in relation to English language learners… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Turgut, R. (2017). Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3176

Chicago Manual of Style (16th Edition):

Turgut, Refika. “Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3176.

MLA Handbook (7th Edition):

Turgut, Refika. “Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners.” 2017. Web. 21 Jul 2019.

Vancouver:

Turgut R. Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3176.

Council of Science Editors:

Turgut R. Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3176


University of Nevada – Las Vegas

6. Aidoo, Clyde. Utilizing Teacher Response to Help Students Meet and Transfer First-Year Composition Course Objectives.

Degree: MA, English, 2018, University of Nevada – Las Vegas

  For decades, considerable scholarship has explored how teachers can respond more effectively to student writing. There has also been significant research on how first-year-composition… (more)

Subjects/Keywords: Liberal Studies; Teacher Education and Professional Development

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APA (6th Edition):

Aidoo, C. (2018). Utilizing Teacher Response to Help Students Meet and Transfer First-Year Composition Course Objectives. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3205

Chicago Manual of Style (16th Edition):

Aidoo, Clyde. “Utilizing Teacher Response to Help Students Meet and Transfer First-Year Composition Course Objectives.” 2018. Masters Thesis, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3205.

MLA Handbook (7th Edition):

Aidoo, Clyde. “Utilizing Teacher Response to Help Students Meet and Transfer First-Year Composition Course Objectives.” 2018. Web. 21 Jul 2019.

Vancouver:

Aidoo C. Utilizing Teacher Response to Help Students Meet and Transfer First-Year Composition Course Objectives. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2018. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3205.

Council of Science Editors:

Aidoo C. Utilizing Teacher Response to Help Students Meet and Transfer First-Year Composition Course Objectives. [Masters Thesis]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3205


University of Nevada – Las Vegas

7. Klimow, Nicole Elizabeth. Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts.

Degree: PhD, Educational Psychology & Higher Education, 2018, University of Nevada – Las Vegas

  Research concerning teachers’ pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly.… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Linguistics; Sociology; Teacher Education and Professional Development

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APA (6th Edition):

Klimow, N. E. (2018). Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3276

Chicago Manual of Style (16th Edition):

Klimow, Nicole Elizabeth. “Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3276.

MLA Handbook (7th Edition):

Klimow, Nicole Elizabeth. “Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts.” 2018. Web. 21 Jul 2019.

Vancouver:

Klimow NE. Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3276.

Council of Science Editors:

Klimow NE. Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3276


University of Nevada – Las Vegas

8. Crosthwaite, Jennifer Marie. Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  Literacy and learning is a social process, one that is both transformative, empowering, and can often lead to social change. The following study is… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Crosthwaite, J. M. (2015). Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2529

Chicago Manual of Style (16th Edition):

Crosthwaite, Jennifer Marie. “Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2529.

MLA Handbook (7th Edition):

Crosthwaite, Jennifer Marie. “Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature.” 2015. Web. 21 Jul 2019.

Vancouver:

Crosthwaite JM. Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2529.

Council of Science Editors:

Crosthwaite JM. Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2529


University of Nevada – Las Vegas

9. Van Heck, Janet. The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy.

Degree: PhD, Educational & Clinical Studies, 2017, University of Nevada – Las Vegas

  This study is a survey that was intended to measure the connection between what co-teachers actually do and what they think they should be… (more)

Subjects/Keywords: Education; Educational Leadership; Special Education and Teaching

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APA (6th Edition):

Van Heck, J. (2017). The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3178

Chicago Manual of Style (16th Edition):

Van Heck, Janet. “The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3178.

MLA Handbook (7th Edition):

Van Heck, Janet. “The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy.” 2017. Web. 21 Jul 2019.

Vancouver:

Van Heck J. The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3178.

Council of Science Editors:

Van Heck J. The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3178

10. Santoyo, Christina Joan. Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  Teacher candidates’ development into novice teachers is a social process that depends on their teaching context as well as the mentors who help them… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Santoyo, C. J. (2016). Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2731

Chicago Manual of Style (16th Edition):

Santoyo, Christina Joan. “Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2731.

MLA Handbook (7th Edition):

Santoyo, Christina Joan. “Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach.” 2016. Web. 21 Jul 2019.

Vancouver:

Santoyo CJ. Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2731.

Council of Science Editors:

Santoyo CJ. Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2731

11. Nardotto Peltier, Ilaria. Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective.

Degree: PhD, Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  This study investigates the use of mimetic gestures of identity by foreign language teachers of Italian and their students in college classes as a… (more)

Subjects/Keywords: Education; Italian Linguistics; Language Description and Documentation; Linguistics; Other Languages, Societies, and Cultures; Sociology

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APA (6th Edition):

Nardotto Peltier, I. (2015). Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2398

Chicago Manual of Style (16th Edition):

Nardotto Peltier, Ilaria. “Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2398.

MLA Handbook (7th Edition):

Nardotto Peltier, Ilaria. “Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective.” 2015. Web. 21 Jul 2019.

Vancouver:

Nardotto Peltier I. Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2398.

Council of Science Editors:

Nardotto Peltier I. Gestures as Mimetic Forms of Identity in Post-Secondary Italian as a Foreign Language Classrooms: A Sociocultural Perspective. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2398

12. Piper, Rebekah E. Multicultural Education in Action: A Multiple Case Study of Black Elementary Aged Children's Identity Development and Engagement with Civil Rights Literature.

Degree: PhD, Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  In the United States education system a large achievement gap between African American and Latino students compared to White American students exists. Various studies… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Piper, R. E. (2015). Multicultural Education in Action: A Multiple Case Study of Black Elementary Aged Children's Identity Development and Engagement with Civil Rights Literature. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2572

Chicago Manual of Style (16th Edition):

Piper, Rebekah E. “Multicultural Education in Action: A Multiple Case Study of Black Elementary Aged Children's Identity Development and Engagement with Civil Rights Literature.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2572.

MLA Handbook (7th Edition):

Piper, Rebekah E. “Multicultural Education in Action: A Multiple Case Study of Black Elementary Aged Children's Identity Development and Engagement with Civil Rights Literature.” 2015. Web. 21 Jul 2019.

Vancouver:

Piper RE. Multicultural Education in Action: A Multiple Case Study of Black Elementary Aged Children's Identity Development and Engagement with Civil Rights Literature. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2572.

Council of Science Editors:

Piper RE. Multicultural Education in Action: A Multiple Case Study of Black Elementary Aged Children's Identity Development and Engagement with Civil Rights Literature. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2572

13. Bezard, Cynthia. A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  As U.S. population becomes increasingly diverse, preparing 21st century educators to teach children of diverse racial, ethnic, social class, and language backgrounds is a… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Bezard, C. (2016). A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2641

Chicago Manual of Style (16th Edition):

Bezard, Cynthia. “A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2641.

MLA Handbook (7th Edition):

Bezard, Cynthia. “A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience.” 2016. Web. 21 Jul 2019.

Vancouver:

Bezard C. A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Jul 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2641.

Council of Science Editors:

Bezard C. A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2641

.