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You searched for +publisher:"University of San Francisco" +contributor:("Shabnam Koirala-Azad"). Showing records 1 – 30 of 46 total matches.

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1. Ali, Ariana M. Learning Together: A Case Study of a Cooperative School’s Approach to Education.

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

  This thesis is based on an in-depth case study of one cooperative pre-preschool and preschool in San Francisco. Qualitative research methods, such as observation… (more)

Subjects/Keywords: education; preschool; cooperative school; community; parent participation; Curriculum and Social Inquiry; Educational Methods; Other Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Ali, A. M. (2014). Learning Together: A Case Study of a Cooperative School’s Approach to Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/109

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):

Ali, Ariana M. “Learning Together: A Case Study of a Cooperative School’s Approach to Education.” 2014. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/thes/109.

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

MLA Handbook (7th Edition):

Ali, Ariana M. “Learning Together: A Case Study of a Cooperative School’s Approach to Education.” 2014. Web. 21 Sep 2019.

Vancouver:

Ali AM. Learning Together: A Case Study of a Cooperative School’s Approach to Education. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/thes/109.

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

Council of Science Editors:

Ali AM. Learning Together: A Case Study of a Cooperative School’s Approach to Education. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/thes/109

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

2. 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 September 21, 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. 21 Sep 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 Sep 21]. 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

3. 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 September 21, 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. 21 Sep 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 Sep 21]. 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

4. Alkhawaja, Assim. Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context.

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

  Informed by postcolonial/Islamic feminist theory, this qualitative study explores how Egyptian feminists navigate the political and social influence of the West. The following meta-questions… (more)

Subjects/Keywords: Feminism; Islamic feminism; Modernism; Postcolonialism; Secularism; Westernization; Feminist, Gender, and Sexuality Studies; Near and Middle Eastern Studies

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

APA (6th Edition):

Alkhawaja, A. (2015). Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/287

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):

Alkhawaja, Assim. “Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context.” 2015. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/287.

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

MLA Handbook (7th Edition):

Alkhawaja, Assim. “Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context.” 2015. Web. 21 Sep 2019.

Vancouver:

Alkhawaja A. Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/287.

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

Council of Science Editors:

Alkhawaja A. Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/287

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 September 21, 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. 21 Sep 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 Sep 21]. 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. Lee, Jeong Min. A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development.

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

  The purpose of this research was to explore how bi-ethnic children in South Korea understand their identity using a participatory action research (PAR) method.… (more)

Subjects/Keywords: Bi-ethnic identity; Children's voice; Multicultural education; Multicultural family; PAR; South Korea; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Lee, J. M. (2012). A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/52

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):

Lee, Jeong Min. “A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development.” 2012. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/52.

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

MLA Handbook (7th Edition):

Lee, Jeong Min. “A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development.” 2012. Web. 21 Sep 2019.

Vancouver:

Lee JM. A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/52.

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

Council of Science Editors:

Lee JM. A Participatory Action Research Study with Bi-ethnic Children in South Korea on Bi-ethnic Identity Development. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/52

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

7. Chow, Lily L. Being and Becoming Public School Teachers: Career Mobility of Chinese Overseas-Trained Teachers in the San Francisco Bay Area.

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

  Teacher shortage and retention has persisted in the United States for decades. Ethnic minority teachers are underrepresented in public K-12 schools as well as… (more)

Subjects/Keywords: career mobility; Chinese; commitment to teaching profession; immigrant professional; overseas-trained teachers; re-credential; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

Chow, L. L. (2011). Being and Becoming Public School Teachers: Career Mobility of Chinese Overseas-Trained Teachers in the San Francisco Bay Area. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/1

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):

Chow, Lily L. “Being and Becoming Public School Teachers: Career Mobility of Chinese Overseas-Trained Teachers in the San Francisco Bay Area.” 2011. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/1.

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

MLA Handbook (7th Edition):

Chow, Lily L. “Being and Becoming Public School Teachers: Career Mobility of Chinese Overseas-Trained Teachers in the San Francisco Bay Area.” 2011. Web. 21 Sep 2019.

Vancouver:

Chow LL. Being and Becoming Public School Teachers: Career Mobility of Chinese Overseas-Trained Teachers in the San Francisco Bay Area. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/1.

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

Council of Science Editors:

Chow LL. Being and Becoming Public School Teachers: Career Mobility of Chinese Overseas-Trained Teachers in the San Francisco Bay Area. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/1

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 (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 September 21, 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. 21 Sep 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 Sep 21]. 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. Takazawa, Mahi. Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators.

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

  The globalized world continues to be wracked by environmental, economic, sociopolitical, and spiritual crises (Earth Council, 2002; Laszlo, 2009). Education for global citizenship holds… (more)

Subjects/Keywords: Education for Global Citizenship; Global Citizenship; Soka Education; Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Takazawa, M. (2016). Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/324

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):

Takazawa, Mahi. “Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators.” 2016. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/324.

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

MLA Handbook (7th Edition):

Takazawa, Mahi. “Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators.” 2016. Web. 21 Sep 2019.

Vancouver:

Takazawa M. Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/324.

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

Council of Science Editors:

Takazawa M. Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/324

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

10. Soler, Ana Maria. Impact of College Counseling within Private high schools on First-generation College-bound Students' Enrollment in Four-year Colleges: A Case Study.

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

  First-generation college-bound students (FGCBS), students whose parents do not have a college degree, are at a disadvantage during the preparation for and enrollment in… (more)

Subjects/Keywords: College; College counseling; First-generation; Private school; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Soler, A. M. (2014). Impact of College Counseling within Private high schools on First-generation College-bound Students' Enrollment in Four-year Colleges: A Case Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/115

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):

Soler, Ana Maria. “Impact of College Counseling within Private high schools on First-generation College-bound Students' Enrollment in Four-year Colleges: A Case Study.” 2014. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/115.

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

MLA Handbook (7th Edition):

Soler, Ana Maria. “Impact of College Counseling within Private high schools on First-generation College-bound Students' Enrollment in Four-year Colleges: A Case Study.” 2014. Web. 21 Sep 2019.

Vancouver:

Soler AM. Impact of College Counseling within Private high schools on First-generation College-bound Students' Enrollment in Four-year Colleges: A Case Study. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/115.

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

Council of Science Editors:

Soler AM. Impact of College Counseling within Private high schools on First-generation College-bound Students' Enrollment in Four-year Colleges: A Case Study. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/115

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

11. Garcia, Lorenzo Fabian. Documenting the Experiences of Gay Latinos in Higher Education through the use of Testimonio.

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

  This qualitative study focuses on the stories of six self-Identified Gay Latinos in a higher education. The participant’s stories are documented using Testimonio. The… (more)

Subjects/Keywords: Critical Race Theory; First Generation; Latino Critical Theory (LatCrit); Queer Critical Theory(QueerCrit); Selective Identity; Ethnic Studies; Higher Education; Lesbian, Gay, Bisexual, and Transgender Studies

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

APA (6th Edition):

Garcia, L. F. (2015). Documenting the Experiences of Gay Latinos in Higher Education through the use of Testimonio. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/296

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, Lorenzo Fabian. “Documenting the Experiences of Gay Latinos in Higher Education through the use of Testimonio.” 2015. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/296.

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

MLA Handbook (7th Edition):

Garcia, Lorenzo Fabian. “Documenting the Experiences of Gay Latinos in Higher Education through the use of Testimonio.” 2015. Web. 21 Sep 2019.

Vancouver:

Garcia LF. Documenting the Experiences of Gay Latinos in Higher Education through the use of Testimonio. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/296.

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

Council of Science Editors:

Garcia LF. Documenting the Experiences of Gay Latinos in Higher Education through the use of Testimonio. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/296

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

12. Gonzalez, Jose Vicente. Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach.

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

  The problem addressed in this study was the minimal school involvement by Latino immigrant parents due to the hegemonic practices, cultural misunderstandings and deficit-thinking… (more)

Subjects/Keywords: Critical Race Theory; English Language Learner; Immigrant Parents; Latino Parents; Parent Involvement; Participatory Action Reaserch; Education

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APA (6th Edition):

Gonzalez, J. V. (2012). Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/34

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):

Gonzalez, Jose Vicente. “Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach.” 2012. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/34.

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

MLA Handbook (7th Edition):

Gonzalez, Jose Vicente. “Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach.” 2012. Web. 21 Sep 2019.

Vancouver:

Gonzalez JV. Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/34.

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

Council of Science Editors:

Gonzalez JV. Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/34

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

13. Kim, Sunjoo Shawn. The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders.

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

  The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The… (more)

Subjects/Keywords: English learners; literature circles; participatory action research by primary grade students; primary grades; reading comprehension; Transactional Strategies Instruction; Bilingual, Multilingual, and Multicultural Education; Elementary Education and Teaching; Reading and Language

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APA (6th Edition):

Kim, S. S. (2013). The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/84

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):

Kim, Sunjoo Shawn. “The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders.” 2013. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/84.

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

MLA Handbook (7th Edition):

Kim, Sunjoo Shawn. “The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders.” 2013. Web. 21 Sep 2019.

Vancouver:

Kim SS. The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/84.

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

Council of Science Editors:

Kim SS. The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/84

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

14. 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 September 21, 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. 21 Sep 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 Sep 21]. 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

15. 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 September 21, 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. 21 Sep 2019.

Vancouver:

Yonkers-Talz K. Casa de la Solidaridad: A Pedagogy of Solidarity. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Sep 21]. 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

16. 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 September 21, 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. 21 Sep 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 Sep 21]. 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

17. 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 September 21, 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. 21 Sep 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 Sep 21]. 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

18. Solof, Laura E. Bay Area Student Involvement in the Environmental and Food Justice Movements: A Narrative of Motivations, Experiences, and Community Impact.

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

  Many California public school students lack exposure to any formal, academic curriculum that emphasizes environmental awareness and activism. This may result in a population… (more)

Subjects/Keywords: California Students; Community Impact; Environmental justice; Food Justice; Motivation; Narrative; Education Policy; Environmental Policy; Other Education

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

APA (6th Edition):

Solof, L. E. (2014). Bay Area Student Involvement in the Environmental and Food Justice Movements: A Narrative of Motivations, Experiences, and Community Impact. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/90

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):

Solof, Laura E. “Bay Area Student Involvement in the Environmental and Food Justice Movements: A Narrative of Motivations, Experiences, and Community Impact.” 2014. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/90.

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

MLA Handbook (7th Edition):

Solof, Laura E. “Bay Area Student Involvement in the Environmental and Food Justice Movements: A Narrative of Motivations, Experiences, and Community Impact.” 2014. Web. 21 Sep 2019.

Vancouver:

Solof LE. Bay Area Student Involvement in the Environmental and Food Justice Movements: A Narrative of Motivations, Experiences, and Community Impact. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/90.

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

Council of Science Editors:

Solof LE. Bay Area Student Involvement in the Environmental and Food Justice Movements: A Narrative of Motivations, Experiences, and Community Impact. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/90

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

19. Argenal, Amy Marie. Nuancing Human Rights Discourse and Practice: Perspectives from Myanmar.

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

  Through a participatory action research project with human rights activists in Myanmar, this study builds on discourse around inherent power imbalances in international human… (more)

Subjects/Keywords: Human Rights; Myanmar; Postcolonial; Solidarity; Third World Feminism; Transnational Activism; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Argenal, A. M. (2016). Nuancing Human Rights Discourse and Practice: Perspectives from Myanmar. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/309

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):

Argenal, Amy Marie. “Nuancing Human Rights Discourse and Practice: Perspectives from Myanmar.” 2016. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/309.

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

MLA Handbook (7th Edition):

Argenal, Amy Marie. “Nuancing Human Rights Discourse and Practice: Perspectives from Myanmar.” 2016. Web. 21 Sep 2019.

Vancouver:

Argenal AM. Nuancing Human Rights Discourse and Practice: Perspectives from Myanmar. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/309.

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

Council of Science Editors:

Argenal AM. Nuancing Human Rights Discourse and Practice: Perspectives from Myanmar. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/309

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

20. Imasiku, Lori K. Participatory Perspectives: A Photovoice Narrative Study of Zambian Vulnerable Youth.

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

  The United Nations' Millennium Development Goals aim to meet the needs of the world's poorest people by 2015 through universally agreed upon targets. Goal… (more)

Subjects/Keywords: Lusaka; Narrative; Photovoice; student voice; Vulnerable Youth; Zambia; Bilingual, Multilingual, and Multicultural Education; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Imasiku, L. K. (2014). Participatory Perspectives: A Photovoice Narrative Study of Zambian Vulnerable Youth. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/92

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):

Imasiku, Lori K. “Participatory Perspectives: A Photovoice Narrative Study of Zambian Vulnerable Youth.” 2014. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/92.

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

MLA Handbook (7th Edition):

Imasiku, Lori K. “Participatory Perspectives: A Photovoice Narrative Study of Zambian Vulnerable Youth.” 2014. Web. 21 Sep 2019.

Vancouver:

Imasiku LK. Participatory Perspectives: A Photovoice Narrative Study of Zambian Vulnerable Youth. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/92.

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

Council of Science Editors:

Imasiku LK. Participatory Perspectives: A Photovoice Narrative Study of Zambian Vulnerable Youth. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/92

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

21. 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 (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 September 21, 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. 21 Sep 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 Sep 21]. 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

22. Blundell, Jessica. Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study.

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

  This explanatory sequential design mixed-methods evaluation measures the effects of the GLNE program on (a) students’ personal and social skills (b) students’ stewardship of… (more)

Subjects/Keywords: critical pedagogy; environmental education; human rights education; mixed-methods; outdoor education; phenomenology; Education; Environmental Education

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APA (6th Edition):

Blundell, J. (2016). Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/321

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):

Blundell, Jessica. “Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study.” 2016. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/321.

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

MLA Handbook (7th Edition):

Blundell, Jessica. “Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study.” 2016. Web. 21 Sep 2019.

Vancouver:

Blundell J. Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/321.

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

Council of Science Editors:

Blundell J. Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/321

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

23. Konishi, Yukiko. Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program.

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

  Even though language-program evaluations provide educators with various types of information on teaching practices and the programs in which they work, insufficient literature discusses… (more)

Subjects/Keywords: Communicative Competence; Japanese-Language Program; Language Program Evaluation; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; First and Second Language Acquisition

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APA (6th Edition):

Konishi, Y. (2016). Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/327

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):

Konishi, Yukiko. “Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program.” 2016. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/327.

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

MLA Handbook (7th Edition):

Konishi, Yukiko. “Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program.” 2016. Web. 21 Sep 2019.

Vancouver:

Konishi Y. Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/327.

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

Council of Science Editors:

Konishi Y. Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/327

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

24. Schroeder, Carrie J. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

  In 2007, the Catholic bishops of the United States unanimously approved a document entitledDoctrinal Elements of a Curriculum Framework for the Development of Catechetical… (more)

Subjects/Keywords: Bishops' Curriculum Framework; Catholic secondary schools; Participatory Action Research; Qualitative Research; Religious Studies Curriculum; Religious Studies Teachers; Education

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APA (6th Edition):

Schroeder, C. J. (2013). The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/71

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):

Schroeder, Carrie J. “The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.” 2013. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/71.

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

MLA Handbook (7th Edition):

Schroeder, Carrie J. “The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.” 2013. Web. 21 Sep 2019.

Vancouver:

Schroeder CJ. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/71.

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

Council of Science Editors:

Schroeder CJ. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/71

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

25. Mayers, Steven Ross. Exile and Home: Narrative Identity in the Central American Community of the San Francisco Bay Area.

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

  Research Topic This research studies the experiences of Central American immigrants in the San Francisco Bay Area, California, and is focused on the mimetic… (more)

Subjects/Keywords: Central America; Forced Immigration; Home; Narrative Identity; Refugee Studies; Education

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

APA (6th Edition):

Mayers, S. R. (2012). Exile and Home: Narrative Identity in the Central American Community of the San Francisco Bay Area. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/43

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):

Mayers, Steven Ross. “Exile and Home: Narrative Identity in the Central American Community of the San Francisco Bay Area.” 2012. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/43.

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

MLA Handbook (7th Edition):

Mayers, Steven Ross. “Exile and Home: Narrative Identity in the Central American Community of the San Francisco Bay Area.” 2012. Web. 21 Sep 2019.

Vancouver:

Mayers SR. Exile and Home: Narrative Identity in the Central American Community of the San Francisco Bay Area. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/43.

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

Council of Science Editors:

Mayers SR. Exile and Home: Narrative Identity in the Central American Community of the San Francisco Bay Area. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/43

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

26. 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 (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 September 21, 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. 21 Sep 2019.

Vancouver:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Sep 21]. 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

27. Padilla, Lindsay. "My Gut Has To Feel It": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education.

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

  Informed by feminist theories of emotion and the concept of critical emotional praxis, this PAR study highlights the emotional terrain of four Northern California… (more)

Subjects/Keywords: community college; educator; emotion; higher education; human rights education; pedagogy; Community College Education Administration; Education; Higher Education

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

APA (6th Edition):

Padilla, L. (2014). "My Gut Has To Feel It": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/112

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):

Padilla, Lindsay. “"My Gut Has To Feel It": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education.” 2014. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/112.

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

MLA Handbook (7th Edition):

Padilla, Lindsay. “"My Gut Has To Feel It": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education.” 2014. Web. 21 Sep 2019.

Vancouver:

Padilla L. "My Gut Has To Feel It": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/112.

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

Council of Science Editors:

Padilla L. "My Gut Has To Feel It": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/112

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

28. Yee, Michelle Jean. Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study.

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

  Documentation of the experiences of women with disabilities has remained sparse – benignly neglected, overlooked, and understudied in the academic fields of women's studies (gender… (more)

Subjects/Keywords: Chronic Illness; Embodiment; Hidden or Invisible Disability; Material Feminism; Phenomenology; Feminist, Gender, and Sexuality Studies; Women's Studies

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

APA (6th Edition):

Yee, M. J. (2013). Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/80

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):

Yee, Michelle Jean. “Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study.” 2013. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/80.

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

MLA Handbook (7th Edition):

Yee, Michelle Jean. “Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study.” 2013. Web. 21 Sep 2019.

Vancouver:

Yee MJ. Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/80.

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

Council of Science Editors:

Yee MJ. Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/80

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

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

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 September 21, 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. 21 Sep 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 Sep 21]. 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

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

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 September 21, 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. 21 Sep 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 Sep 21]. 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

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