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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Patricia Austin"). Showing records 1 – 6 of 6 total matches.

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University of New Orleans

1. Moctezuma, Jennie A. The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools.

Degree: PhD, Curriculum and Instruction, 2017, University of New Orleans

  Increased metacognition, social-emotional growth, and career viability are all researched benefits of including the arts as part of core content instruction, with even greater… (more)

Subjects/Keywords: arts-rich environment, arts integration, arts enhancement, turnaround schools, arts-based research; Art Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods

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APA (6th Edition):

Moctezuma, J. A. (2017). The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2423

Chicago Manual of Style (16th Edition):

Moctezuma, Jennie A. “The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools.” 2017. Doctoral Dissertation, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/2423.

MLA Handbook (7th Edition):

Moctezuma, Jennie A. “The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools.” 2017. Web. 20 Apr 2019.

Vancouver:

Moctezuma JA. The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/2423.

Council of Science Editors:

Moctezuma JA. The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2423


University of New Orleans

2. Pelafigue, Ashleigh L. The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

  The Center of Graduate Schools (2015) published a report detailing applications, enrollment, and trends in graduate schools across the nation showing that approximately one… (more)

Subjects/Keywords: experiential learning; andragogy; teachers; higher education; motivation; support; reflection; collaboration; phenomenological; Adult and Continuing Education; Adult and Continuing Education and Teaching; Curriculum and Instruction; Online and Distance Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Pelafigue, A. L. (2018). The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2483

Chicago Manual of Style (16th Edition):

Pelafigue, Ashleigh L. “The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/2483.

MLA Handbook (7th Edition):

Pelafigue, Ashleigh L. “The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”.” 2018. Web. 20 Apr 2019.

Vancouver:

Pelafigue AL. The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/2483.

Council of Science Editors:

Pelafigue AL. The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2483


University of New Orleans

3. Theriot, Alyson A. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

  It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school.… (more)

Subjects/Keywords: Read-alouds; Middle School Teachers; Middle School Students; Middle School Reading; Language and Literacy Education

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APA (6th Edition):

Theriot, A. A. (2018). A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2498

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 20 Apr 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2498


University of New Orleans

4. Goins, Cherie H. Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus.

Degree: PhD, Educational Administration, 2018, University of New Orleans

  Abstract Educational leaders who have an awareness of social justice are those who advocate for and achieve more equitable schools. School leader preparation programs… (more)

Subjects/Keywords: school leader preparation, educational leadership development, social justice, school leaders, preparation programs, transformative education, critical consciousness; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Goins, C. H. (2018). Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2555

Chicago Manual of Style (16th Edition):

Goins, Cherie H. “Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/2555.

MLA Handbook (7th Edition):

Goins, Cherie H. “Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus.” 2018. Web. 20 Apr 2019.

Vancouver:

Goins CH. Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/2555.

Council of Science Editors:

Goins CH. Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2555

5. Meacham, Jared T. Are Physically Active College Students More Successful Academically Than Their Inactive Peers?.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2015, University of New Orleans

  This research project intended to explore the possible relationship between physical activity and academic achievement in college students. Using an anonymous online survey, data… (more)

Subjects/Keywords: academic achievement; physical activity; college students; physical education; sedentary lifestyle; grade point average; Health and Physical Education; Higher Education

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

APA (6th Edition):

Meacham, J. T. (2015). Are Physically Active College Students More Successful Academically Than Their Inactive Peers?. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2099

Chicago Manual of Style (16th Edition):

Meacham, Jared T. “Are Physically Active College Students More Successful Academically Than Their Inactive Peers?.” 2015. Doctoral Dissertation, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/2099.

MLA Handbook (7th Edition):

Meacham, Jared T. “Are Physically Active College Students More Successful Academically Than Their Inactive Peers?.” 2015. Web. 20 Apr 2019.

Vancouver:

Meacham JT. Are Physically Active College Students More Successful Academically Than Their Inactive Peers?. [Internet] [Doctoral dissertation]. University of New Orleans; 2015. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/2099.

Council of Science Editors:

Meacham JT. Are Physically Active College Students More Successful Academically Than Their Inactive Peers?. [Doctoral Dissertation]. University of New Orleans; 2015. Available from: https://scholarworks.uno.edu/td/2099

6. Rostedt, Erica. The Tween Ghost Story: Articulating the Tween Experience.

Degree: MA, English, 2013, University of New Orleans

  In the early 1980s, a particular kind of “tween” (children aged 10-14) ghost story emerged. Through examining multiple examples of tween ghost stories (such… (more)

Subjects/Keywords: tween; ghost; Mary Downing Hahn; ghost stories; young adult literature; children's literature; English Language and Literature

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Rostedt, E. (2013). The Tween Ghost Story: Articulating the Tween Experience. (Thesis). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1665

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):

Rostedt, Erica. “The Tween Ghost Story: Articulating the Tween Experience.” 2013. Thesis, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/1665.

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

MLA Handbook (7th Edition):

Rostedt, Erica. “The Tween Ghost Story: Articulating the Tween Experience.” 2013. Web. 20 Apr 2019.

Vancouver:

Rostedt E. The Tween Ghost Story: Articulating the Tween Experience. [Internet] [Thesis]. University of New Orleans; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/1665.

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

Council of Science Editors:

Rostedt E. The Tween Ghost Story: Articulating the Tween Experience. [Thesis]. University of New Orleans; 2013. Available from: https://scholarworks.uno.edu/td/1665

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

.