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You searched for +publisher:"University of San Francisco" +contributor:("Susan Katz"). Showing records 1 – 26 of 26 total matches.

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1. Hsu, Noel. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.

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

  Applied Behavior Analysis (ABA) uses a behavioral approach to help clients and their behavioral challenges. This treatment has been proven to be a highly… (more)

Subjects/Keywords: ABA; Applied Behavior Analysis; ASD; Insurance; Behavioral intervention; Taiwan; Accessibility; Behavioral Disciplines and Activities; Behavior and Behavior Mechanisms; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; Other Psychology; Special Education and Teaching

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APA (6th Edition):

Hsu, N. (2017). Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/559

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):

Hsu, Noel. “Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/559.

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

MLA Handbook (7th Edition):

Hsu, Noel. “Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.” 2017. Web. 21 Feb 2019.

Vancouver:

Hsu N. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/559.

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

Council of Science Editors:

Hsu N. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/559

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

2. Tran, William. "Let Me Tell You What I See" Creating a Culturally Relevant Arts Based Education Through the use of Photography and Storytelling.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2016, University of San Francisco

  There are many constructs that can hinder the ability of students of color to succeed in a classroom environment. Factors such as the construct… (more)

Subjects/Keywords: Culturally relevant pedagogy; Photography; Storytelling; Critical Pedagogy; Community Cultural Wealth; Arts-based education; Art Education; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Ethnic Studies; Interpersonal and Small Group Communication

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APA (6th Edition):

Tran, W. (2016). "Let Me Tell You What I See" Creating a Culturally Relevant Arts Based Education Through the use of Photography and Storytelling. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/282

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):

Tran, William. “"Let Me Tell You What I See" Creating a Culturally Relevant Arts Based Education Through the use of Photography and Storytelling.” 2016. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/282.

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

MLA Handbook (7th Edition):

Tran, William. “"Let Me Tell You What I See" Creating a Culturally Relevant Arts Based Education Through the use of Photography and Storytelling.” 2016. Web. 21 Feb 2019.

Vancouver:

Tran W. "Let Me Tell You What I See" Creating a Culturally Relevant Arts Based Education Through the use of Photography and Storytelling. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/282.

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

Council of Science Editors:

Tran W. "Let Me Tell You What I See" Creating a Culturally Relevant Arts Based Education Through the use of Photography and Storytelling. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/282

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

3. Cadiz, GraceAnn L. Going with the flow: Using menstrual education as a tool for empowering post pubescent Nepali girls.

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

  Global discourse and research evidence on the benefits of girl’s education show that prioritizing girl’s education is the most successful strategy of breaking the… (more)

Subjects/Keywords: girls’ education; menstrual management; empowerment; South Asia; adolescence; Community-Based Research; International and Comparative Education; Women's Studies

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APA (6th Edition):

Cadiz, G. L. (2017). Going with the flow: Using menstrual education as a tool for empowering post pubescent Nepali girls. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/218

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):

Cadiz, GraceAnn L. “Going with the flow: Using menstrual education as a tool for empowering post pubescent Nepali girls.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/thes/218.

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

MLA Handbook (7th Edition):

Cadiz, GraceAnn L. “Going with the flow: Using menstrual education as a tool for empowering post pubescent Nepali girls.” 2017. Web. 21 Feb 2019.

Vancouver:

Cadiz GL. Going with the flow: Using menstrual education as a tool for empowering post pubescent Nepali girls. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/thes/218.

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

Council of Science Editors:

Cadiz GL. Going with the flow: Using menstrual education as a tool for empowering post pubescent Nepali girls. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/thes/218

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

4. Hazzard, Windi. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.

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

  For the better half of a century, education policy has been guided by economics and profit. One after another, every U.S. president since the… (more)

Subjects/Keywords: Education & Economics; Educational Policy & Reform; Neoliberalism; Community Organization; Community-based Social Services; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Early Childhood Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education; Other Education; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Secondary Education; Urban Education

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APA (6th Edition):

Hazzard, W. (2017). Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/522

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):

Hazzard, Windi. “Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/522.

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

MLA Handbook (7th Edition):

Hazzard, Windi. “Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.” 2017. Web. 21 Feb 2019.

Vancouver:

Hazzard W. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/522.

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

Council of Science Editors:

Hazzard W. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/522

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

5. Johnson, Ivy. Creative Teaching: Using Creative Teaching Methods in a Student-centered ESL Environment.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  Creative teaching is a viable approach to education in the digital age. In addition, engaging students’ individual talents and abilities through a method of… (more)

Subjects/Keywords: creative teaching; voice; immigration; poetry; creativity; ESL; Education

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APA (6th Edition):

Johnson, I. (2017). Creative Teaching: Using Creative Teaching Methods in a Student-centered ESL Environment. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/675

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):

Johnson, Ivy. “Creative Teaching: Using Creative Teaching Methods in a Student-centered ESL Environment.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/675.

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

MLA Handbook (7th Edition):

Johnson, Ivy. “Creative Teaching: Using Creative Teaching Methods in a Student-centered ESL Environment.” 2017. Web. 21 Feb 2019.

Vancouver:

Johnson I. Creative Teaching: Using Creative Teaching Methods in a Student-centered ESL Environment. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/675.

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

Council of Science Editors:

Johnson I. Creative Teaching: Using Creative Teaching Methods in a Student-centered ESL Environment. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/675

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

6. Rubey, Rebecca. Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy.

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

  This field project examines the social construction of autistic people of color through the pathology paradigm and the associated human rights violations. The purpose… (more)

Subjects/Keywords: autism; ABA therapy; human rights; people of color; Applied Behavior Analysis; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Educational Methods; Special Education and Teaching

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APA (6th Edition):

Rubey, R. (2017). Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/680

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):

Rubey, Rebecca. “Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/680.

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

MLA Handbook (7th Edition):

Rubey, Rebecca. “Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy.” 2017. Web. 21 Feb 2019.

Vancouver:

Rubey R. Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/680.

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

Council of Science Editors:

Rubey R. Privileging Autistics of Color: A Human Rights Approach to Applied Behavior Analysis (ABA) Therapy. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/680

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

7. Schoenherr, Wesley. Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  This field project used Kurasawa (2007)'s action-theoretical framework of "modes of practice" for human rights, together with Ewald (2012)'s "Memories of Past Centuries" unit… (more)

Subjects/Keywords: Chinese Exclusion; Photovoice; Critical Cosmopolitanism; Critical Literacy; Authentic Learning Methods; International Baccalaureate; International and Comparative Education

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

APA (6th Edition):

Schoenherr, W. (2018). Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/724

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):

Schoenherr, Wesley. “Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice.” 2018. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/724.

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

MLA Handbook (7th Edition):

Schoenherr, Wesley. “Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice.” 2018. Web. 21 Feb 2019.

Vancouver:

Schoenherr W. Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/724.

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

Council of Science Editors:

Schoenherr W. Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/724

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

8. 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 February 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 Feb 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 Feb 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

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

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 February 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 Feb 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 Feb 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. Briceño, Allison. Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program.

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

  English learners (ELs), a growing population in U.S. schools, generally underperform as compared to their monolingual English peers. One potential solution to this EL… (more)

Subjects/Keywords: bilingual education; Dual Immersion; English learners; hyper-segregated; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Briceño, A. (2013). Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/73

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):

Briceño, Allison. “Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program.” 2013. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/73.

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

MLA Handbook (7th Edition):

Briceño, Allison. “Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program.” 2013. Web. 21 Feb 2019.

Vancouver:

Briceño A. Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/73.

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

Council of Science Editors:

Briceño A. Teaching Dilemmas: Language Development for English Learners In a Hyper-Segregated Dual Immersion Program. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/73

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

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

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

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

Subjects/Keywords: Academic Success; Testimonio; Education

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/105.

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

MLA Handbook (7th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Web. 21 Feb 2019.

Vancouver:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/105.

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

Council of Science Editors:

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

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

12. 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 February 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 Feb 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 Feb 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/126.

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

MLA Handbook (7th Edition):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Web. 21 Feb 2019.

Vancouver:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/126.

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

Council of Science Editors:

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

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

14. McNiel-Cho, Eunsook. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.

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

  This study explored the effects of immersion training on the learner's affective behaviors such as motivation and attitude, anxiety, and self-confidence in foreign language… (more)

Subjects/Keywords: Affect; Anxiety; Foreign language education; Immersion training; Motivation; Self-confidence; Education

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APA (6th Edition):

McNiel-Cho, E. (2013). Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/64

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):

McNiel-Cho, Eunsook. “Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.” 2013. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/64.

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

MLA Handbook (7th Edition):

McNiel-Cho, Eunsook. “Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.” 2013. Web. 21 Feb 2019.

Vancouver:

McNiel-Cho E. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/64.

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

Council of Science Editors:

McNiel-Cho E. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/64

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

15. Ludwig, Nicole. The Life Experiences of Ten Female Refugees from Iraq and Iran: An Oral History Research Study.

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

  This qualitative study about the experiences of 10 religiously persecuted female refugees from Iran (Baha’i) and Iraq (Chaldean) was conducted in both Northern (Bay… (more)

Subjects/Keywords: baha'i; chaldean; oral history; refugee; Education; Near and Middle Eastern Studies

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APA (6th Edition):

Ludwig, N. (2016). The Life Experiences of Ten Female Refugees from Iraq and Iran: An Oral History Research Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/301

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):

Ludwig, Nicole. “The Life Experiences of Ten Female Refugees from Iraq and Iran: An Oral History Research Study.” 2016. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/301.

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

MLA Handbook (7th Edition):

Ludwig, Nicole. “The Life Experiences of Ten Female Refugees from Iraq and Iran: An Oral History Research Study.” 2016. Web. 21 Feb 2019.

Vancouver:

Ludwig N. The Life Experiences of Ten Female Refugees from Iraq and Iran: An Oral History Research Study. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/301.

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

Council of Science Editors:

Ludwig N. The Life Experiences of Ten Female Refugees from Iraq and Iran: An Oral History Research Study. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/301

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Lewis-King, Terri. “A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/543.

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

MLA Handbook (7th Edition):

Lewis-King, Terri. “A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University.” 2017. Web. 21 Feb 2019.

Vancouver:

Lewis-King T. A Challenge to Inclusive Excellence: What We Can Learn from a Jesuit Catholic University. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/543.

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

Council of Science Editors:

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

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

17. 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 (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 February 21, 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. 21 Feb 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 Feb 21]. 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

18. Arao, Brian. Exploring the Experiences of Black Men as Respondents in University Student Conduct Processes.

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

  Student conduct processes in higher education have been studied and theorized extensively from a structural perspective, yielding a wealth of guidance for practitioners on… (more)

Subjects/Keywords: African American; Higher Education; Ethnic Studies; Higher Education

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APA (6th Edition):

Arao, B. (2017). Exploring the Experiences of Black Men as Respondents in University Student Conduct Processes. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/406

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):

Arao, Brian. “Exploring the Experiences of Black Men as Respondents in University Student Conduct Processes.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/406.

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

MLA Handbook (7th Edition):

Arao, Brian. “Exploring the Experiences of Black Men as Respondents in University Student Conduct Processes.” 2017. Web. 21 Feb 2019.

Vancouver:

Arao B. Exploring the Experiences of Black Men as Respondents in University Student Conduct Processes. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/406.

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

Council of Science Editors:

Arao B. Exploring the Experiences of Black Men as Respondents in University Student Conduct Processes. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/406

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

19. Ryoo, Nancy. Understanding Translanguaging and Identity among Korean Bilingual Adults.

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

  This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and… (more)

Subjects/Keywords: Bilingualism; English as cultural capital; Korean Bilinguals; Language and Identity; Multilingualism; Translanguaging; Bilingual, Multilingual, and Multicultural Education; Linguistics

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

APA (6th Edition):

Ryoo, N. (2017). Understanding Translanguaging and Identity among Korean Bilingual Adults. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/412

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):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/412.

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

MLA Handbook (7th Edition):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Web. 21 Feb 2019.

Vancouver:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/412.

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

Council of Science Editors:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/412

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

20. Chang, Chi-Fang (Michelle). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2018, University of San Francisco

  This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to… (more)

Subjects/Keywords: challenges; English as a second language; factors; oral communication; Willingness to communicate; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Chang, C. (. (2018). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/451

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):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/451.

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

MLA Handbook (7th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Web. 21 Feb 2019.

Vancouver:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/451.

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

Council of Science Editors:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/451

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

21. Vlad, Ion. Critical Peace Pedagogies at the American Center for Civil and Human Rights and the Canadian Museum for Human Rights: A Comparative Case Study.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2018, University of San Francisco

  The struggle for racial equity in the United States and Canada is ongoing. Troubled historical legacies in both countries have present-day implications. African Americans… (more)

Subjects/Keywords: critical pedagogy; emotion and learning; human rights education; museum education; neoliberalism in education; peace education; Bilingual, Multilingual, and Multicultural Education; Museum Studies; Peace and Conflict Studies

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APA (6th Edition):

Vlad, I. (2018). Critical Peace Pedagogies at the American Center for Civil and Human Rights and the Canadian Museum for Human Rights: A Comparative Case Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/444

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):

Vlad, Ion. “Critical Peace Pedagogies at the American Center for Civil and Human Rights and the Canadian Museum for Human Rights: A Comparative Case Study.” 2018. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/444.

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

MLA Handbook (7th Edition):

Vlad, Ion. “Critical Peace Pedagogies at the American Center for Civil and Human Rights and the Canadian Museum for Human Rights: A Comparative Case Study.” 2018. Web. 21 Feb 2019.

Vancouver:

Vlad I. Critical Peace Pedagogies at the American Center for Civil and Human Rights and the Canadian Museum for Human Rights: A Comparative Case Study. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/444.

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

Council of Science Editors:

Vlad I. Critical Peace Pedagogies at the American Center for Civil and Human Rights and the Canadian Museum for Human Rights: A Comparative Case Study. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/444

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

22. Krishnan, Sudha Vaghul. Using Multiliteracies to Engage and Empower Students with Complex Support Needs.

Degree: Doctor of Education (EdD), Learning and Instruction, 2018, University of San Francisco

  Using Multiliteracies to Engage and Empower Students with Complex Support Needs This dissertation is comprised of two studies: • Creating New Learning Spaces Using… (more)

Subjects/Keywords: disability; identity; learning spaces; literacy; multiliteracies; Special Education and Teaching

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APA (6th Edition):

Krishnan, S. V. (2018). Using Multiliteracies to Engage and Empower Students with Complex Support Needs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/445

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):

Krishnan, Sudha Vaghul. “Using Multiliteracies to Engage and Empower Students with Complex Support Needs.” 2018. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/445.

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

MLA Handbook (7th Edition):

Krishnan, Sudha Vaghul. “Using Multiliteracies to Engage and Empower Students with Complex Support Needs.” 2018. Web. 21 Feb 2019.

Vancouver:

Krishnan SV. Using Multiliteracies to Engage and Empower Students with Complex Support Needs. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/445.

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

Council of Science Editors:

Krishnan SV. Using Multiliteracies to Engage and Empower Students with Complex Support Needs. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/445

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

23. Benjamin, Frederic. Plan Your Work and Work Your Plan: A Manual for Supporting and Enhancing the Academic Progress of Black Male Student-Athletes.

Degree: MAin International and Multicultural Education (IME), Education, 2015, University of San Francisco

  College sports have a profoundly positive effect on the vast majority of student-athletes who go on to pursue careers in something other than sports… (more)

Subjects/Keywords: Black male; Black male student-athlete; student-athlete; marginalization; exploitation; Education

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APA (6th Edition):

Benjamin, F. (2015). Plan Your Work and Work Your Plan: A Manual for Supporting and Enhancing the Academic Progress of Black Male Student-Athletes. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/145

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):

Benjamin, Frederic. “Plan Your Work and Work Your Plan: A Manual for Supporting and Enhancing the Academic Progress of Black Male Student-Athletes.” 2015. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/capstone/145.

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

MLA Handbook (7th Edition):

Benjamin, Frederic. “Plan Your Work and Work Your Plan: A Manual for Supporting and Enhancing the Academic Progress of Black Male Student-Athletes.” 2015. Web. 21 Feb 2019.

Vancouver:

Benjamin F. Plan Your Work and Work Your Plan: A Manual for Supporting and Enhancing the Academic Progress of Black Male Student-Athletes. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/capstone/145.

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

Council of Science Editors:

Benjamin F. Plan Your Work and Work Your Plan: A Manual for Supporting and Enhancing the Academic Progress of Black Male Student-Athletes. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/145

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

24. Baird, Peter J. Children's Song-Makers as Messengers of Hope: Participatory Research with Implications for Teacher Educators.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2001, University of San Francisco

  Pete Seeger, Ella Jenkins, Suni Paz and six other leading children's musicians in the U.S contributed their experience to this study about the crucial… (more)

Subjects/Keywords: Education; Music Education

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APA (6th Edition):

Baird, P. J. (2001). Children's Song-Makers as Messengers of Hope: Participatory Research with Implications for Teacher Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/124

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):

Baird, Peter J. “Children's Song-Makers as Messengers of Hope: Participatory Research with Implications for Teacher Educators.” 2001. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/124.

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

MLA Handbook (7th Edition):

Baird, Peter J. “Children's Song-Makers as Messengers of Hope: Participatory Research with Implications for Teacher Educators.” 2001. Web. 21 Feb 2019.

Vancouver:

Baird PJ. Children's Song-Makers as Messengers of Hope: Participatory Research with Implications for Teacher Educators. [Internet] [Thesis]. University of San Francisco; 2001. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/124.

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

Council of Science Editors:

Baird PJ. Children's Song-Makers as Messengers of Hope: Participatory Research with Implications for Teacher Educators. [Thesis]. University of San Francisco; 2001. Available from: https://repository.usfca.edu/diss/124

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

25. Lobo, Charlene P. Tellin' It Like It Is: Disempowerment and Marginalization of First-generation, Low-income College Students: a Participatory Research.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2001, University of San Francisco

  This study examined the origins and outcomes of disempowerment and marginalization in five first-generation, low-income college students who were participants in Student Support Services,… (more)

Subjects/Keywords: Education; College students; Disempowerment; First-generation; Low-income; Marginalization; Bilingual, Multilingual, and Multicultural Education; Educational Sociology

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APA (6th Edition):

Lobo, C. P. (2001). Tellin' It Like It Is: Disempowerment and Marginalization of First-generation, Low-income College Students: a Participatory Research. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/329

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):

Lobo, Charlene P. “Tellin' It Like It Is: Disempowerment and Marginalization of First-generation, Low-income College Students: a Participatory Research.” 2001. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/329.

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

MLA Handbook (7th Edition):

Lobo, Charlene P. “Tellin' It Like It Is: Disempowerment and Marginalization of First-generation, Low-income College Students: a Participatory Research.” 2001. Web. 21 Feb 2019.

Vancouver:

Lobo CP. Tellin' It Like It Is: Disempowerment and Marginalization of First-generation, Low-income College Students: a Participatory Research. [Internet] [Thesis]. University of San Francisco; 2001. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/329.

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

Council of Science Editors:

Lobo CP. Tellin' It Like It Is: Disempowerment and Marginalization of First-generation, Low-income College Students: a Participatory Research. [Thesis]. University of San Francisco; 2001. Available from: https://repository.usfca.edu/diss/329

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

26. Martinez, Maria Norma. The Principal's Role in Promoting Success for Culturally and Linguistically Diverse Students: A Participatory Research Study.

Degree: Doctor of Education (EdD), 2003, University of San Francisco

  We need to understand more fully what facilitates success in schools with diverse populations. Through participatory research, the voices of school principals who are… (more)

Subjects/Keywords: Diversity; Linguistic Diversity; Elementary Schools; Educational Success; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Martinez, M. N. (2003). The Principal's Role in Promoting Success for Culturally and Linguistically Diverse Students: A Participatory Research Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/470

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):

Martinez, Maria Norma. “The Principal's Role in Promoting Success for Culturally and Linguistically Diverse Students: A Participatory Research Study.” 2003. Thesis, University of San Francisco. Accessed February 21, 2019. https://repository.usfca.edu/diss/470.

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

MLA Handbook (7th Edition):

Martinez, Maria Norma. “The Principal's Role in Promoting Success for Culturally and Linguistically Diverse Students: A Participatory Research Study.” 2003. Web. 21 Feb 2019.

Vancouver:

Martinez MN. The Principal's Role in Promoting Success for Culturally and Linguistically Diverse Students: A Participatory Research Study. [Internet] [Thesis]. University of San Francisco; 2003. [cited 2019 Feb 21]. Available from: https://repository.usfca.edu/diss/470.

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

Council of Science Editors:

Martinez MN. The Principal's Role in Promoting Success for Culturally and Linguistically Diverse Students: A Participatory Research Study. [Thesis]. University of San Francisco; 2003. Available from: https://repository.usfca.edu/diss/470

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

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