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You searched for +publisher:"University of San Francisco" +contributor:("Emma Fuentes"). Showing records 1 – 30 of 31 total matches.

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1. Byrd, Kortnee. Reactions to English Language Learning in Chile as a Means for Personal and National Development.

Degree: MAin International Studies, International Studies, 2013, University of San Francisco

  In our globalized world today, English has developed into the worldwide language. Chilean leaders, in connection to their development goals to reach a developed… (more)

Subjects/Keywords: Chile; bilingual education; English education; development; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Byrd, K. (2013). Reactions to English Language Learning in Chile as a Means for Personal and National Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/57

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):

Byrd, Kortnee. “Reactions to English Language Learning in Chile as a Means for Personal and National Development.” 2013. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/thes/57.

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

MLA Handbook (7th Edition):

Byrd, Kortnee. “Reactions to English Language Learning in Chile as a Means for Personal and National Development.” 2013. Web. 16 Feb 2019.

Vancouver:

Byrd K. Reactions to English Language Learning in Chile as a Means for Personal and National Development. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/thes/57.

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

Council of Science Editors:

Byrd K. Reactions to English Language Learning in Chile as a Means for Personal and National Development. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/thes/57

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

2. Sanchez, Sabrina D. Leadership and Communication as Opportunities for Growth: Refining Discipline with Cross Cultural Relationships beyond the Classroom.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2014, University of San Francisco

  Overt disciplinary tactics disproportionately affect scholars of color. This field project aims to shed light on discipline policies across a variety of learning environments… (more)

Subjects/Keywords: disproportionate discipline; reciprocal relationships; hegemony; communication;

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APA (6th Edition):

Sanchez, S. D. (2014). Leadership and Communication as Opportunities for Growth: Refining Discipline with Cross Cultural Relationships beyond the Classroom. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/146

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):

Sanchez, Sabrina D. “Leadership and Communication as Opportunities for Growth: Refining Discipline with Cross Cultural Relationships beyond the Classroom.” 2014. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/capstone/146.

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

MLA Handbook (7th Edition):

Sanchez, Sabrina D. “Leadership and Communication as Opportunities for Growth: Refining Discipline with Cross Cultural Relationships beyond the Classroom.” 2014. Web. 16 Feb 2019.

Vancouver:

Sanchez SD. Leadership and Communication as Opportunities for Growth: Refining Discipline with Cross Cultural Relationships beyond the Classroom. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/capstone/146.

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

Council of Science Editors:

Sanchez SD. Leadership and Communication as Opportunities for Growth: Refining Discipline with Cross Cultural Relationships beyond the Classroom. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/146

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

3. Shah, Rajul. The Approach, Methods and Impact of a Non-Governmental Organization in Education of Child Workers in India: A Case Study.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  Child labor is an extremely prominent and complex socio-economic issue in many developing countries. Obtaining an adequate education is the only way child workers… (more)

Subjects/Keywords: access; case study; child labor; education; India; NGO; Education

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APA (6th Edition):

Shah, R. (2014). The Approach, Methods and Impact of a Non-Governmental Organization in Education of Child Workers in India: A Case Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/97

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):

Shah, Rajul. “The Approach, Methods and Impact of a Non-Governmental Organization in Education of Child Workers in India: A Case Study.” 2014. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/97.

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

MLA Handbook (7th Edition):

Shah, Rajul. “The Approach, Methods and Impact of a Non-Governmental Organization in Education of Child Workers in India: A Case Study.” 2014. Web. 16 Feb 2019.

Vancouver:

Shah R. The Approach, Methods and Impact of a Non-Governmental Organization in Education of Child Workers in India: A Case Study. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/97.

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

Council of Science Editors:

Shah R. The Approach, Methods and Impact of a Non-Governmental Organization in Education of Child Workers in India: A Case Study. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/97

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

4. Naiman, Garrett. Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  This qualitative study explored the practices and consciousness of eight white identified participants, born 1970 or later, who are actively engaged in racial justice… (more)

Subjects/Keywords: Activism; Ally; Colorblind; Racial Justice; Racism; Whiteness; Educational Sociology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Naiman, G. (2016). Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/314

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):

Naiman, Garrett. “Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism.” 2016. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/314.

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

MLA Handbook (7th Edition):

Naiman, Garrett. “Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism.” 2016. Web. 16 Feb 2019.

Vancouver:

Naiman G. Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/314.

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

Council of Science Editors:

Naiman G. Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/314

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

5. Fraser, Kandle. Exploring the Leadership Practices of Social Justice Leaders at Urban Charter Schools.

Degree: Doctor of Education (EdD), Leadership Studies, 2012, University of San Francisco

  While by and large urban public schools continue to not serve the needs of all of the students in their communities, there are some… (more)

Subjects/Keywords: Charter School; Equity; Narrative; Principal; Social Justice; Urban; Education; Educational Administration and Supervision

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APA (6th Edition):

Fraser, K. (2012). Exploring the Leadership Practices of Social Justice Leaders at Urban Charter Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/37

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):

Fraser, Kandle. “Exploring the Leadership Practices of Social Justice Leaders at Urban Charter Schools.” 2012. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/37.

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

MLA Handbook (7th Edition):

Fraser, Kandle. “Exploring the Leadership Practices of Social Justice Leaders at Urban Charter Schools.” 2012. Web. 16 Feb 2019.

Vancouver:

Fraser K. Exploring the Leadership Practices of Social Justice Leaders at Urban Charter Schools. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/37.

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

Council of Science Editors:

Fraser K. Exploring the Leadership Practices of Social Justice Leaders at Urban Charter Schools. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/37

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

6. Cervantes, Eduardo. An Exploration of Leadership and Campus Cultural Orientation In a California Community College.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  This research explored transformational leadership and campus cultural orientation at a single California community college. The conceptual framework for the study consisted of the… (more)

Subjects/Keywords: College Culture; Community College; Diversity; Equity; Leadership; Transformational Leadership; Education

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APA (6th Edition):

Cervantes, E. (2013). An Exploration of Leadership and Campus Cultural Orientation In a California Community College. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/59

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):

Cervantes, Eduardo. “An Exploration of Leadership and Campus Cultural Orientation In a California Community College.” 2013. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/59.

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

MLA Handbook (7th Edition):

Cervantes, Eduardo. “An Exploration of Leadership and Campus Cultural Orientation In a California Community College.” 2013. Web. 16 Feb 2019.

Vancouver:

Cervantes E. An Exploration of Leadership and Campus Cultural Orientation In a California Community College. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/59.

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

Council of Science Editors:

Cervantes E. An Exploration of Leadership and Campus Cultural Orientation In a California Community College. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/59

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

7. Zarrabi, Shayesteh. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  International students, a growing population in US universities, need to possess excellent reading skills in order to succeed. American universities also benefit from admitting… (more)

Subjects/Keywords: metacognition; non-native English; online reading; reading strategies; second language; translation; Education

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APA (6th Edition):

Zarrabi, S. (2015). Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/298

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):

Zarrabi, Shayesteh. “Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students.” 2015. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/298.

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

MLA Handbook (7th Edition):

Zarrabi, Shayesteh. “Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students.” 2015. Web. 16 Feb 2019.

Vancouver:

Zarrabi S. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/298.

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

Council of Science Editors:

Zarrabi S. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/298

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

8. Enstice, Emily McCormick. Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  There is limited research that investigates parent perceptions with respect to their early elementary school children's home language use. To fill the gap in… (more)

Subjects/Keywords: bilingualism; elementary education; language loss; Latino; perceptions; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Enstice, E. M. (2012). Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/28

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):

Enstice, Emily McCormick. “Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School.” 2012. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/28.

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

MLA Handbook (7th Edition):

Enstice, Emily McCormick. “Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School.” 2012. Web. 16 Feb 2019.

Vancouver:

Enstice EM. Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/28.

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

Council of Science Editors:

Enstice EM. Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/28

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

9. Moore, Marie Elizabeth. Mature Women Beyond Foster Care: Narratives on Fractors contributing to Subjective Well-Being and Life-Sustaining Skills.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  Studies show that African American children enter foster care at a higher rate and remain in foster care longer. The numbers of Black children… (more)

Subjects/Keywords: foster care; mature women; narrative; relative caregivers; resiliency; Education

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APA (6th Edition):

Moore, M. E. (2013). Mature Women Beyond Foster Care: Narratives on Fractors contributing to Subjective Well-Being and Life-Sustaining Skills. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/75

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):

Moore, Marie Elizabeth. “Mature Women Beyond Foster Care: Narratives on Fractors contributing to Subjective Well-Being and Life-Sustaining Skills.” 2013. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/75.

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

MLA Handbook (7th Edition):

Moore, Marie Elizabeth. “Mature Women Beyond Foster Care: Narratives on Fractors contributing to Subjective Well-Being and Life-Sustaining Skills.” 2013. Web. 16 Feb 2019.

Vancouver:

Moore ME. Mature Women Beyond Foster Care: Narratives on Fractors contributing to Subjective Well-Being and Life-Sustaining Skills. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/75.

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

Council of Science Editors:

Moore ME. Mature Women Beyond Foster Care: Narratives on Fractors contributing to Subjective Well-Being and Life-Sustaining Skills. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/75

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

10. Spero, Andrea McEvoy. "This is a Public Record": Teaching Human Rights Through The Performing Arts.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen… (more)

Subjects/Keywords: Critical Pedagogy; Human Rights Education; Performing Arts; Secondary Education; Social Justice; Art Education; Education

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APA (6th Edition):

Spero, A. M. (2012). "This is a Public Record": Teaching Human Rights Through The Performing Arts. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/41

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):

Spero, Andrea McEvoy. “"This is a Public Record": Teaching Human Rights Through The Performing Arts.” 2012. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/41.

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

MLA Handbook (7th Edition):

Spero, Andrea McEvoy. “"This is a Public Record": Teaching Human Rights Through The Performing Arts.” 2012. Web. 16 Feb 2019.

Vancouver:

Spero AM. "This is a Public Record": Teaching Human Rights Through The Performing Arts. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/41.

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

Council of Science Editors:

Spero AM. "This is a Public Record": Teaching Human Rights Through The Performing Arts. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/41

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

11. Garcia, Luz Navarrette. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  In 2014, Latina/o children comprise over 50% of the California K-12 student population. The recently changing demographics are not problematic; rather, the problems that… (more)

Subjects/Keywords: Academic Success; Testimonio; Education

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APA (6th Edition):

Garcia, L. N. (2014). Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/105

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):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/105.

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

MLA Handbook (7th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Web. 16 Feb 2019.

Vancouver:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/105.

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

Council of Science Editors:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/105

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

12. Sanchez, Mijiza Malane. Exploring the Experiences of Latina/os in Graduate Health Science Programs: A Qualitative Study.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  This qualitative study conducted at a Northern California university explored how six Latino/a health science professionals navigated their academic trajectory. The six participants identify… (more)

Subjects/Keywords: Academic achievement; Cultural capital wealth; Education pipeline; Health sciences; LatCrit; Latina/o students; Higher Education; Medicine and Health Sciences

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APA (6th Edition):

Sanchez, M. M. (2014). Exploring the Experiences of Latina/os in Graduate Health Science Programs: A Qualitative Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/110

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):

Sanchez, Mijiza Malane. “Exploring the Experiences of Latina/os in Graduate Health Science Programs: A Qualitative Study.” 2014. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/110.

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

MLA Handbook (7th Edition):

Sanchez, Mijiza Malane. “Exploring the Experiences of Latina/os in Graduate Health Science Programs: A Qualitative Study.” 2014. Web. 16 Feb 2019.

Vancouver:

Sanchez MM. Exploring the Experiences of Latina/os in Graduate Health Science Programs: A Qualitative Study. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/110.

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

Council of Science Editors:

Sanchez MM. Exploring the Experiences of Latina/os in Graduate Health Science Programs: A Qualitative Study. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/110

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

13. Yonkers-Talz, Kevin. Casa de la Solidaridad: A Pedagogy of Solidarity.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  Casa de la Solidaridad has been recognized as an innovative and effective educational model within Jesuit higher education yet, until now, there have only… (more)

Subjects/Keywords: Casa model; Immersion; International Education; Jesuit higher education; Study Abroad; Bilingual, Multilingual, and Multicultural Education; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Yonkers-Talz, K. (2013). Casa de la Solidaridad: A Pedagogy of Solidarity. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/55

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):

Yonkers-Talz, Kevin. “Casa de la Solidaridad: A Pedagogy of Solidarity.” 2013. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/55.

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

MLA Handbook (7th Edition):

Yonkers-Talz, Kevin. “Casa de la Solidaridad: A Pedagogy of Solidarity.” 2013. Web. 16 Feb 2019.

Vancouver:

Yonkers-Talz K. Casa de la Solidaridad: A Pedagogy of Solidarity. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/55.

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

Council of Science Editors:

Yonkers-Talz K. Casa de la Solidaridad: A Pedagogy of Solidarity. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/55

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

14. Marinkovich, Zoe Alexis Hobbs. Growing up with HIV in Kisumu, Kenya: Participatory Action Research with Young People Living with HIV.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  Forty-one percent of new HIV infections are in young people between the ages of 15-24 (Masquillier, et al., 2012). In addition to new infections,… (more)

Subjects/Keywords: HIV; Kenya; Participatory Action Research; Sexual Health Education; Youth; YPAR; Public Health Education and Promotion

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APA (6th Edition):

Marinkovich, Z. A. H. (2014). Growing up with HIV in Kisumu, Kenya: Participatory Action Research with Young People Living with HIV. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/101

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):

Marinkovich, Zoe Alexis Hobbs. “Growing up with HIV in Kisumu, Kenya: Participatory Action Research with Young People Living with HIV.” 2014. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/101.

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

MLA Handbook (7th Edition):

Marinkovich, Zoe Alexis Hobbs. “Growing up with HIV in Kisumu, Kenya: Participatory Action Research with Young People Living with HIV.” 2014. Web. 16 Feb 2019.

Vancouver:

Marinkovich ZAH. Growing up with HIV in Kisumu, Kenya: Participatory Action Research with Young People Living with HIV. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/101.

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

Council of Science Editors:

Marinkovich ZAH. Growing up with HIV in Kisumu, Kenya: Participatory Action Research with Young People Living with HIV. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/101

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

15. McNee, Nancy Aileen. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  Despite major gains in working-class [email protected] immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive [email protected] students with… (more)

Subjects/Keywords: bilingual; biliteracy; counterstories; immigrant; [email protected]; working-class; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

McNee, N. A. (2015). Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/126

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):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/126.

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

MLA Handbook (7th Edition):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Web. 16 Feb 2019.

Vancouver:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/126.

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

Council of Science Editors:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/126

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

16. Miele, Anthony. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  A scrupulous search of whiteness literatures in relation to multicultural education reveals a preponderance of scholarship noting White privilege and race evasiveness. Given contrasting… (more)

Subjects/Keywords: Education; Identity; Multicultural; Teachers; White; Education

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

APA (6th Edition):

Miele, A. (2013). Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/72

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):

Miele, Anthony. “Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.” 2013. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/72.

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

MLA Handbook (7th Edition):

Miele, Anthony. “Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.” 2013. Web. 16 Feb 2019.

Vancouver:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/72.

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

Council of Science Editors:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/72

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

17. Forasiepi, Cinzia. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2011, University of San Francisco

  The increased percentage of immigrant children in the public school system in the United States has challenged schools to provide adequate academic language instruction… (more)

Subjects/Keywords: academic; education; language; space; teacher; third; Education; Teacher Education and Professional Development

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APA (6th Edition):

Forasiepi, C. (2011). Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/20

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):

Forasiepi, Cinzia. “Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.” 2011. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/20.

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

MLA Handbook (7th Edition):

Forasiepi, Cinzia. “Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.” 2011. Web. 16 Feb 2019.

Vancouver:

Forasiepi C. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/20.

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

Council of Science Editors:

Forasiepi C. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/20

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

18. Edsall Giglio, Lisa. Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  During the 2011-12 school year, a fifth grade class in a diverse San Francisco public elementary school collaborated with the Arts Resources In Action… (more)

Subjects/Keywords: Elementary School; Imagination; Integrated Curriculum; Opera; Progressive Education; Student Voice; Art Education; Education

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APA (6th Edition):

Edsall Giglio, L. (2012). Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/50

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):

Edsall Giglio, Lisa. “Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools.” 2012. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/50.

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

MLA Handbook (7th Edition):

Edsall Giglio, Lisa. “Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools.” 2012. Web. 16 Feb 2019.

Vancouver:

Edsall Giglio L. Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/50.

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

Council of Science Editors:

Edsall Giglio L. Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/50

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

19. Tho-Biaz, Mi'Jan Celie. Being in Deep, Authentic, Dramatic Celebration: Narratives of Community Cultural Workers for Social Change.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  The common discourse in the field of education in the United States during the years 2002 through 2013 centered on the approach of making… (more)

Subjects/Keywords: Cultural Workers; Participant-Narrators; Sovereignty; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Tho-Biaz, M. C. (2013). Being in Deep, Authentic, Dramatic Celebration: Narratives of Community Cultural Workers for Social Change. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/88

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):

Tho-Biaz, Mi'Jan Celie. “Being in Deep, Authentic, Dramatic Celebration: Narratives of Community Cultural Workers for Social Change.” 2013. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/88.

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

MLA Handbook (7th Edition):

Tho-Biaz, Mi'Jan Celie. “Being in Deep, Authentic, Dramatic Celebration: Narratives of Community Cultural Workers for Social Change.” 2013. Web. 16 Feb 2019.

Vancouver:

Tho-Biaz MC. Being in Deep, Authentic, Dramatic Celebration: Narratives of Community Cultural Workers for Social Change. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/88.

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

Council of Science Editors:

Tho-Biaz MC. Being in Deep, Authentic, Dramatic Celebration: Narratives of Community Cultural Workers for Social Change. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/88

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

20. Beasley, Maisha. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  Currently, both scholarly literature and educational practice are lacking depth and scope about the lived experience of African American (AA) female students, and, as… (more)

Subjects/Keywords: African American; Black Feminist Thought; Education; K-12; PWIs; Women; African American Studies; Educational Administration and Supervision; Women's Studies

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APA (6th Edition):

Beasley, M. (2016). The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/307

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):

Beasley, Maisha. “The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.” 2016. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/307.

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

MLA Handbook (7th Edition):

Beasley, Maisha. “The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.” 2016. Web. 16 Feb 2019.

Vancouver:

Beasley M. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/307.

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

Council of Science Editors:

Beasley M. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/307

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

21. Shaw, Angela. Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

 The purpose of this qualitative research is to discover and describe the successes and institutional barriers along the educational pipeline for Latinas who are the… (more)

Subjects/Keywords: College Success; Counterstories; Educational Pipeline; Latinas; Narratives; Education

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APA (6th Edition):

Shaw, A. (2012). Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/35

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):

Shaw, Angela. “Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success.” 2012. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/35.

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

MLA Handbook (7th Edition):

Shaw, Angela. “Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success.” 2012. Web. 16 Feb 2019.

Vancouver:

Shaw A. Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/35.

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

Council of Science Editors:

Shaw A. Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/35

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

22. Leano, Ryan Anthony. Artist as Citizen: Transnational Cultural Work in the National Democratic Movement of the Philippines.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  The inspiration for this topic comes from my own experiences as a Filipino transnational cultural worker in this movement. There has been research done… (more)

Subjects/Keywords: Cultural Work; Culture; Philippines; Social Movements; Transnational; Asian American Studies

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APA (6th Edition):

Leano, R. A. (2014). Artist as Citizen: Transnational Cultural Work in the National Democratic Movement of the Philippines. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/102

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):

Leano, Ryan Anthony. “Artist as Citizen: Transnational Cultural Work in the National Democratic Movement of the Philippines.” 2014. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/102.

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

MLA Handbook (7th Edition):

Leano, Ryan Anthony. “Artist as Citizen: Transnational Cultural Work in the National Democratic Movement of the Philippines.” 2014. Web. 16 Feb 2019.

Vancouver:

Leano RA. Artist as Citizen: Transnational Cultural Work in the National Democratic Movement of the Philippines. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/102.

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

Council of Science Editors:

Leano RA. Artist as Citizen: Transnational Cultural Work in the National Democratic Movement of the Philippines. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/102

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

23. Gallardo, Antonio. Coping Behaviors of Day Laborers in San Mateo, California.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  Before this study, little research existed on the coping behaviors of day laborers. To bolster the research in this area, my study explored the… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Gallardo, A. (2012). Coping Behaviors of Day Laborers in San Mateo, California. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/31

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):

Gallardo, Antonio. “Coping Behaviors of Day Laborers in San Mateo, California.” 2012. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/31.

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

MLA Handbook (7th Edition):

Gallardo, Antonio. “Coping Behaviors of Day Laborers in San Mateo, California.” 2012. Web. 16 Feb 2019.

Vancouver:

Gallardo A. Coping Behaviors of Day Laborers in San Mateo, California. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/31.

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

Council of Science Editors:

Gallardo A. Coping Behaviors of Day Laborers in San Mateo, California. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/31

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

24. Lewis-King, Terri. A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

  This paper draws attention to the ethics of the organization (institutional structure) to fulfill its mission by examining what does it mean that a… (more)

Subjects/Keywords: mission; higher education; Jesuit; Catholic; organization behavior; Business Law, Public Responsibility, and Ethics; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education Administration; University Extension

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APA (6th Edition):

Lewis-King, T. (2017). A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/543

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):

Lewis-King, Terri. “A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University.” 2017. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/capstone/543.

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

MLA Handbook (7th Edition):

Lewis-King, Terri. “A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University.” 2017. Web. 16 Feb 2019.

Vancouver:

Lewis-King T. A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/capstone/543.

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

Council of Science Editors:

Lewis-King T. A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/543

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

25. Briceno Moreno, Luz. Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This qualitative study was conducted at a Northern California community college with eight Latino/a student’s and the utilization of their testimonios to bring awareness… (more)

Subjects/Keywords: community college; hispanic serving institute; Latina; Latino; Community College Education Administration; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Briceno Moreno, L. (2017). Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/331

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):

Briceno Moreno, Luz. “Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges.” 2017. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/331.

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

MLA Handbook (7th Edition):

Briceno Moreno, Luz. “Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges.” 2017. Web. 16 Feb 2019.

Vancouver:

Briceno Moreno L. Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/331.

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

Council of Science Editors:

Briceno Moreno L. Testimonios of Latino/A Students in Hispanic Serving Institutions: Lessons for Community Colleges. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/331

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

26. Tomaneng, Rowena Magdalena. The Educational Dimensions of Filipina Migrant Workers’ Activist Identities.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  There are 10.4 million Filipino/a migrant workers worldwide, with the large majority of Filipina migrants working in traditional gendered labor such as domestic work,… (more)

Subjects/Keywords: critical pedagogy; Filipina migrants; globalization; human rights; social movement theory; transnational feminism; Education; Educational Methods; Women's Studies

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APA (6th Edition):

Tomaneng, R. M. (2017). The Educational Dimensions of Filipina Migrant Workers’ Activist Identities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/334

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):

Tomaneng, Rowena Magdalena. “The Educational Dimensions of Filipina Migrant Workers’ Activist Identities.” 2017. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/334.

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

MLA Handbook (7th Edition):

Tomaneng, Rowena Magdalena. “The Educational Dimensions of Filipina Migrant Workers’ Activist Identities.” 2017. Web. 16 Feb 2019.

Vancouver:

Tomaneng RM. The Educational Dimensions of Filipina Migrant Workers’ Activist Identities. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/334.

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

Council of Science Editors:

Tomaneng RM. The Educational Dimensions of Filipina Migrant Workers’ Activist Identities. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/334

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

27. Delaney, Kelly. Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  This qualitative research study explores how students in Northern California public schools are navigating the space between being Palestinian and being American while preserving… (more)

Subjects/Keywords: anti-oppressive education; Counter-narratives; Islamophobia; Palestinian-American; Education

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APA (6th Edition):

Delaney, K. (2016). Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/346

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):

Delaney, Kelly. “Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity.” 2016. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/346.

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

MLA Handbook (7th Edition):

Delaney, Kelly. “Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity.” 2016. Web. 16 Feb 2019.

Vancouver:

Delaney K. Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/346.

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

Council of Science Editors:

Delaney K. Counter-Narratives of Palestinian-American Youth: Resistance, Resilience and Transnational Identity. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/346

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

28. Hernandez-Arriaga, Belinda Marie. There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This research gives voice to the emotional experiences of mixed-status and undocumented youth, and explores the Mexican cultural arts as a healing space for… (more)

Subjects/Keywords: cultural arts; healing spaces; immigration; Latino youth; mariachi and ballet folklorico; undocu trauma; Mental and Social Health; Social Work

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

APA (6th Edition):

Hernandez-Arriaga, B. M. (2017). There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/351

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

Chicago Manual of Style (16th Edition):

Hernandez-Arriaga, Belinda Marie. “There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces.” 2017. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/351.

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

MLA Handbook (7th Edition):

Hernandez-Arriaga, Belinda Marie. “There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces.” 2017. Web. 16 Feb 2019.

Vancouver:

Hernandez-Arriaga BM. There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/351.

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

Council of Science Editors:

Hernandez-Arriaga BM. There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/351

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

29. Hung, Ming-Kuo. Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This dissertation analyzes a Taiwanese learning experience about the U.S. Civil Rights Movement. Taiwanese formal education includes this topic in secondary education. However, a… (more)

Subjects/Keywords: Antiracist Education; Civil Rights Movement; Critical Pedagogy; Critical Race Theory; Taiwanese Education; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Hung, M. (2017). Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/408

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):

Hung, Ming-Kuo. “Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School.” 2017. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/408.

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

MLA Handbook (7th Edition):

Hung, Ming-Kuo. “Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School.” 2017. Web. 16 Feb 2019.

Vancouver:

Hung M. Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/408.

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

Council of Science Editors:

Hung M. Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/408

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

30. Love, Bridget Holly. More Than a Silhouette: African American Women’s Graduate Student Experience.

Degree: Doctor of Education (EdD), 2017, University of San Francisco

  African American women have been silhouetted. They have been reduced to a one dimensional version of themselves and defined by societies White – male… (more)

Subjects/Keywords: African American; Black Feminist Thought; Graduate Studies; Human Rights; Umbutu; Women; Education; Educational Administration and Supervision

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

APA (6th Edition):

Love, B. H. (2017). More Than a Silhouette: African American Women’s Graduate Student Experience. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/411

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):

Love, Bridget Holly. “More Than a Silhouette: African American Women’s Graduate Student Experience.” 2017. Thesis, University of San Francisco. Accessed February 16, 2019. https://repository.usfca.edu/diss/411.

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

MLA Handbook (7th Edition):

Love, Bridget Holly. “More Than a Silhouette: African American Women’s Graduate Student Experience.” 2017. Web. 16 Feb 2019.

Vancouver:

Love BH. More Than a Silhouette: African American Women’s Graduate Student Experience. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 16]. Available from: https://repository.usfca.edu/diss/411.

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

Council of Science Editors:

Love BH. More Than a Silhouette: African American Women’s Graduate Student Experience. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/411

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

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