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You searched for +publisher:"University of San Francisco" +contributor:("Patrick Camangian"). Showing records 1 – 9 of 9 total matches.

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1. 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 July 20, 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. 20 Jul 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 Jul 20]. 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

2. Adamian, Annie Sunshine. A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom.

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

  This qualitative study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom,… (more)

Subjects/Keywords: cultivating pedagogy; neoliberalism; participatory action research; social justice; teacher and student participatory action research; youth participatory action research; Education; Science and Mathematics Education

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APA (6th Edition):

Adamian, A. S. (2016). A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/311

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):

Adamian, Annie Sunshine. “A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom.” 2016. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/311.

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

MLA Handbook (7th Edition):

Adamian, Annie Sunshine. “A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom.” 2016. Web. 20 Jul 2019.

Vancouver:

Adamian AS. A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/311.

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

Council of Science Editors:

Adamian AS. A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/311

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

3. DeRobles, Patricia. Transcending Borders: The Experience of Six Undocumented Immigrant Mothers in the United States.

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

  The purpose of this study was to gain meaningful insights into the experiences of six undocumented immigrant mothers as they settled in the United… (more)

Subjects/Keywords: immigration; Mexican; mothers; undocumented; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

DeRobles, P. (2011). Transcending Borders: The Experience of Six Undocumented Immigrant Mothers in the United States. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/3

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):

DeRobles, Patricia. “Transcending Borders: The Experience of Six Undocumented Immigrant Mothers in the United States.” 2011. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/3.

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

MLA Handbook (7th Edition):

DeRobles, Patricia. “Transcending Borders: The Experience of Six Undocumented Immigrant Mothers in the United States.” 2011. Web. 20 Jul 2019.

Vancouver:

DeRobles P. Transcending Borders: The Experience of Six Undocumented Immigrant Mothers in the United States. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/3.

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

Council of Science Editors:

DeRobles P. Transcending Borders: The Experience of Six Undocumented Immigrant Mothers in the United States. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/3

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

4. Hersey, Page. Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education.

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

  Human rights education (HRE) holds the potential for educators to begin an honest dialogue with students and to connect local issues with international struggles… (more)

Subjects/Keywords: Human Rights; Human Rights Education; Participatory Action Research; Social Justice; Teacher Inquiry; Transformative 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):

Hersey, P. (2012). Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/51

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):

Hersey, Page. “Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education.” 2012. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/51.

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

MLA Handbook (7th Edition):

Hersey, Page. “Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education.” 2012. Web. 20 Jul 2019.

Vancouver:

Hersey P. Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/51.

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

Council of Science Editors:

Hersey P. Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/51

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

5. Teller, Christina. Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  The purpose of this study was to gain a better understanding of how first generation college students leverage both traditional forms of social capital… (more)

Subjects/Keywords: Community college; Community cultural wealth; First-generation college students; Social capital; Transfer; Higher Education

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APA (6th Edition):

Teller, C. (2016). Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/323

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):

Teller, Christina. “Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution.” 2016. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/323.

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

MLA Handbook (7th Edition):

Teller, Christina. “Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution.” 2016. Web. 20 Jul 2019.

Vancouver:

Teller C. Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/323.

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

Council of Science Editors:

Teller C. Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/323

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

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

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 July 20, 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. 20 Jul 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 Jul 20]. 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

7. Rapaido, Cynthia Manalo. Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities.

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

  The assumption that all Asians are model minorities is incorrect. The largest group of Asian American people is comprised of Filipino people followed closely… (more)

Subjects/Keywords: administration; challenges and opportunities; educational leaders; Filipino; Filipino American; K-12 public schools; Asian American Studies; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Rapaido, C. M. (2011). Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/18

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):

Rapaido, Cynthia Manalo. “Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities.” 2011. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/18.

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

MLA Handbook (7th Edition):

Rapaido, Cynthia Manalo. “Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities.” 2011. Web. 20 Jul 2019.

Vancouver:

Rapaido CM. Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/18.

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

Council of Science Editors:

Rapaido CM. Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/18

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

8. Covarrubias, Alejandro Frank. Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles who have white Women Supervisors and Advisors in Higher Education.

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

  Daily experiences of isolation and invalidation create adverse campus climates that often lead to men of color dropping out of higher education. Student leadership… (more)

Subjects/Keywords: Ecological Mode; Grounded Theory; Men of Color; Student Affairs; Supervision; White Women; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Covarrubias, A. F. (2017). Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles who have white Women Supervisors and Advisors in Higher Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/332

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):

Covarrubias, Alejandro Frank. “Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles who have white Women Supervisors and Advisors in Higher Education.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/332.

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

MLA Handbook (7th Edition):

Covarrubias, Alejandro Frank. “Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles who have white Women Supervisors and Advisors in Higher Education.” 2017. Web. 20 Jul 2019.

Vancouver:

Covarrubias AF. Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles who have white Women Supervisors and Advisors in Higher Education. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/332.

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

Council of Science Editors:

Covarrubias AF. Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles who have white Women Supervisors and Advisors in Higher Education. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/332

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

9. Ault, Stacey Michelle. Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline.

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

  A gap exists in both research and practice when it comes to issues related to girls within the school-to-prison pipeline. Girls are also often… (more)

Subjects/Keywords: Black female students; Black girls; Post Traumatic Growth; Racism; School to prison pipeline; Youth Participatory Action Research; African American Studies; Education; Social Work

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

APA (6th Edition):

Ault, S. M. (2017). Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/348

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):

Ault, Stacey Michelle. “Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/348.

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

MLA Handbook (7th Edition):

Ault, Stacey Michelle. “Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline.” 2017. Web. 20 Jul 2019.

Vancouver:

Ault SM. Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/348.

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

Council of Science Editors:

Ault SM. Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/348

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

.