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You searched for +publisher:"University of Saskatchewan" +contributor:("Miller, Dianne"). Showing records 1 – 30 of 49 total matches.

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University of Saskatchewan

1. Lindo, Curline. Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools.

Degree: 2012, University of Saskatchewan

 There is much to be gained from the experiences of women who have advanced to the principalship in primary and secondary schools. This thesis is… (more)

Subjects/Keywords: women principals' experiences; Jamaican schools; women as leaders; male role models; feminization; gendered experiences; rewards & support; challenges; mentoring & professional development; motivation

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APA (6th Edition):

Lindo, C. (2012). Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-06-471

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):

Lindo, Curline. “Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools.” 2012. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2012-06-471.

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

MLA Handbook (7th Edition):

Lindo, Curline. “Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools.” 2012. Web. 06 Mar 2021.

Vancouver:

Lindo C. Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2012-06-471.

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

Council of Science Editors:

Lindo C. Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-06-471

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


University of Saskatchewan

2. Twum, Sampson. Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program.

Degree: 2014, University of Saskatchewan

 This study explores the experiences of teachers undertaking place-based education in or near Saskatoon, Saskatchewan, including their perceptions of the best ways of implementing place-based… (more)

Subjects/Keywords: Place-based education; Outdoor education; Sustainability; Community and Pedagogy.

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APA (6th Edition):

Twum, S. (2014). Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-08-1677

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):

Twum, Sampson. “Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program.” 2014. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2014-08-1677.

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

MLA Handbook (7th Edition):

Twum, Sampson. “Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program.” 2014. Web. 06 Mar 2021.

Vancouver:

Twum S. Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2014-08-1677.

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

Council of Science Editors:

Twum S. Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-08-1677

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


University of Saskatchewan

3. Hackinen, Meaghan M 1985-. South Away: The Pacific Coast on Two Wheels.

Degree: 2016, University of Saskatchewan

 South Away: The Pacific Coast on Two Wheels is a travel memoir, a road story, and an homage to the tales of adventure—from The Hobbit… (more)

Subjects/Keywords: nonfiction; writing; memoir

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APA (6th Edition):

Hackinen, M. M. 1. (2016). South Away: The Pacific Coast on Two Wheels. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7515

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):

Hackinen, Meaghan M 1985-. “South Away: The Pacific Coast on Two Wheels.” 2016. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/7515.

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

MLA Handbook (7th Edition):

Hackinen, Meaghan M 1985-. “South Away: The Pacific Coast on Two Wheels.” 2016. Web. 06 Mar 2021.

Vancouver:

Hackinen MM1. South Away: The Pacific Coast on Two Wheels. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/7515.

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

Council of Science Editors:

Hackinen MM1. South Away: The Pacific Coast on Two Wheels. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7515

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


University of Saskatchewan

4. Morrison, Andrew D 1986-. AKUNNINGANIINNIQ: INUIT VISIONS OF SUCCESS AND THE ROLE OF INUIT KNOWLEDGE AND LANGUAGE.

Degree: 2017, University of Saskatchewan

 This master’s thesis explores how former Inuit high school students conceptualize success by exploring the role of the formal education system and Inuit Qaujimajatuqangit, and… (more)

Subjects/Keywords: Inuit Education Success

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APA (6th Edition):

Morrison, A. D. 1. (2017). AKUNNINGANIINNIQ: INUIT VISIONS OF SUCCESS AND THE ROLE OF INUIT KNOWLEDGE AND LANGUAGE. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12231

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):

Morrison, Andrew D 1986-. “AKUNNINGANIINNIQ: INUIT VISIONS OF SUCCESS AND THE ROLE OF INUIT KNOWLEDGE AND LANGUAGE.” 2017. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12231.

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

MLA Handbook (7th Edition):

Morrison, Andrew D 1986-. “AKUNNINGANIINNIQ: INUIT VISIONS OF SUCCESS AND THE ROLE OF INUIT KNOWLEDGE AND LANGUAGE.” 2017. Web. 06 Mar 2021.

Vancouver:

Morrison AD1. AKUNNINGANIINNIQ: INUIT VISIONS OF SUCCESS AND THE ROLE OF INUIT KNOWLEDGE AND LANGUAGE. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12231.

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

Council of Science Editors:

Morrison AD1. AKUNNINGANIINNIQ: INUIT VISIONS OF SUCCESS AND THE ROLE OF INUIT KNOWLEDGE AND LANGUAGE. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/12231

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


University of Saskatchewan

5. Jimmy, Ryan L. TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN.

Degree: 2020, University of Saskatchewan

 In 2011, Equality for Gays and Lesbians Everywhere (EGALE) published the following study, Every Class in Every school . The study, first of its kind… (more)

Subjects/Keywords: Two-Spirit; Oppression; Education; Sexual Orientation; Indigenous research

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APA (6th Edition):

Jimmy, R. L. (2020). TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12774

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):

Jimmy, Ryan L. “TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12774.

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

MLA Handbook (7th Edition):

Jimmy, Ryan L. “TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN.” 2020. Web. 06 Mar 2021.

Vancouver:

Jimmy RL. TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12774.

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

Council of Science Editors:

Jimmy RL. TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12774

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


University of Saskatchewan

6. Agnew Ksyniuk, Heather. "Don't cha wish your girlfriend was hot like me?" Examining the impact of music videos on adolescent female body dissatisfaction and self-objectification.

Degree: 2011, University of Saskatchewan

 The present study aimed to examine whether relationships exist between viewing objectifying music video images and adolescent female body dissatisfaction and self-objectification. Objectification Theory (Fredrickson… (more)

Subjects/Keywords: Music Videos; body dissatisfaction; self-objectification; objectification theory; body image

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APA (6th Edition):

Agnew Ksyniuk, H. (2011). "Don't cha wish your girlfriend was hot like me?" Examining the impact of music videos on adolescent female body dissatisfaction and self-objectification. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-10-180

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):

Agnew Ksyniuk, Heather. “"Don't cha wish your girlfriend was hot like me?" Examining the impact of music videos on adolescent female body dissatisfaction and self-objectification.” 2011. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2011-10-180.

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

MLA Handbook (7th Edition):

Agnew Ksyniuk, Heather. “"Don't cha wish your girlfriend was hot like me?" Examining the impact of music videos on adolescent female body dissatisfaction and self-objectification.” 2011. Web. 06 Mar 2021.

Vancouver:

Agnew Ksyniuk H. "Don't cha wish your girlfriend was hot like me?" Examining the impact of music videos on adolescent female body dissatisfaction and self-objectification. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2011-10-180.

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

Council of Science Editors:

Agnew Ksyniuk H. "Don't cha wish your girlfriend was hot like me?" Examining the impact of music videos on adolescent female body dissatisfaction and self-objectification. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-10-180

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


University of Saskatchewan

7. Porter, Gemma. National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation.

Degree: 2020, University of Saskatchewan

 Social studies, with its focus on history, politics, and identity, provides an interesting site of analysis through which to examine the historical development of master… (more)

Subjects/Keywords: social studies education; history education; curriculum history

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APA (6th Edition):

Porter, G. (2020). National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12923

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):

Porter, Gemma. “National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12923.

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

MLA Handbook (7th Edition):

Porter, Gemma. “National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation.” 2020. Web. 06 Mar 2021.

Vancouver:

Porter G. National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12923.

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

Council of Science Editors:

Porter G. National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12923

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


University of Saskatchewan

8. Lake, Heather 1984-. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.

Degree: 2018, University of Saskatchewan

 This study examines place-based education and its potential for engaging students and creating more socially-just learning environments that prepare students to think critically and participate… (more)

Subjects/Keywords: place-based education; land-based education; community-based education; critical pedagogy; experiential education; social justice in education; ecological justice in education; student engagement; democratic education

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APA (6th Edition):

Lake, H. 1. (2018). Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/11274

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):

Lake, Heather 1984-. “Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.” 2018. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/11274.

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

MLA Handbook (7th Edition):

Lake, Heather 1984-. “Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.” 2018. Web. 06 Mar 2021.

Vancouver:

Lake H1. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/11274.

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

Council of Science Editors:

Lake H1. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/11274

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


University of Saskatchewan

9. Webber, Geoffrey. Intricate waters: A critical literature review of place-based education.

Degree: 2017, University of Saskatchewan

 This Masters thesis introduces and problematizes place-based education for practitioners and scholars. A critical literature review explores the foundations of place-based education to reveal key… (more)

Subjects/Keywords: place-based education; critical literature review

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APA (6th Edition):

Webber, G. (2017). Intricate waters: A critical literature review of place-based education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7803

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):

Webber, Geoffrey. “Intricate waters: A critical literature review of place-based education.” 2017. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/7803.

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

MLA Handbook (7th Edition):

Webber, Geoffrey. “Intricate waters: A critical literature review of place-based education.” 2017. Web. 06 Mar 2021.

Vancouver:

Webber G. Intricate waters: A critical literature review of place-based education. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/7803.

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

Council of Science Editors:

Webber G. Intricate waters: A critical literature review of place-based education. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7803

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

10. McRuer, Jennifer Kent 1980-. BIOCULTURAL PLACES FOR TRANSFORMATIVE COMMUNITIES AND PROTECTED AREAS: CRITICAL PLACE INQUIRY AND YOUTH PARTICIPATORY ACTION RESEARCH IN COLOMBIA.

Degree: 2017, University of Saskatchewan

 This dissertation affirms the importance of explicitly and politically attending to place in research. Taking up such a critical inquiry of place, I facilitate a… (more)

Subjects/Keywords: Education for Sustainable Development; Community-led Conservation; Place; Participatory and Action-Oriented Methodologies; Youth Voice; Collective Biocultural Heritage; Buen Vivir; Regenerative Development

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APA (6th Edition):

McRuer, J. K. 1. (2017). BIOCULTURAL PLACES FOR TRANSFORMATIVE COMMUNITIES AND PROTECTED AREAS: CRITICAL PLACE INQUIRY AND YOUTH PARTICIPATORY ACTION RESEARCH IN COLOMBIA. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8041

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):

McRuer, Jennifer Kent 1980-. “BIOCULTURAL PLACES FOR TRANSFORMATIVE COMMUNITIES AND PROTECTED AREAS: CRITICAL PLACE INQUIRY AND YOUTH PARTICIPATORY ACTION RESEARCH IN COLOMBIA.” 2017. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/8041.

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

MLA Handbook (7th Edition):

McRuer, Jennifer Kent 1980-. “BIOCULTURAL PLACES FOR TRANSFORMATIVE COMMUNITIES AND PROTECTED AREAS: CRITICAL PLACE INQUIRY AND YOUTH PARTICIPATORY ACTION RESEARCH IN COLOMBIA.” 2017. Web. 06 Mar 2021.

Vancouver:

McRuer JK1. BIOCULTURAL PLACES FOR TRANSFORMATIVE COMMUNITIES AND PROTECTED AREAS: CRITICAL PLACE INQUIRY AND YOUTH PARTICIPATORY ACTION RESEARCH IN COLOMBIA. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/8041.

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

Council of Science Editors:

McRuer JK1. BIOCULTURAL PLACES FOR TRANSFORMATIVE COMMUNITIES AND PROTECTED AREAS: CRITICAL PLACE INQUIRY AND YOUTH PARTICIPATORY ACTION RESEARCH IN COLOMBIA. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/8041

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


University of Saskatchewan

11. Gallays, Jennifer Lee. Treaty Education in Saskatchewan in an Era of Reconciliation.

Degree: 2020, University of Saskatchewan

 In 2008, Treaty Education was mandated for every classroom across all grade levels in the province of Saskatchewan. This qualitative research involved semi-structured one-on-one interviews… (more)

Subjects/Keywords: Keywords: Treaty Education; Indigenous education; teacher education; teacher professional development; social justice education; anti-racist education; curriculum development.

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

APA (6th Edition):

Gallays, J. L. (2020). Treaty Education in Saskatchewan in an Era of Reconciliation. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12815

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):

Gallays, Jennifer Lee. “Treaty Education in Saskatchewan in an Era of Reconciliation.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12815.

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

MLA Handbook (7th Edition):

Gallays, Jennifer Lee. “Treaty Education in Saskatchewan in an Era of Reconciliation.” 2020. Web. 06 Mar 2021.

Vancouver:

Gallays JL. Treaty Education in Saskatchewan in an Era of Reconciliation. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12815.

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

Council of Science Editors:

Gallays JL. Treaty Education in Saskatchewan in an Era of Reconciliation. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12815

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


University of Saskatchewan

12. Gallays, Jennifer Lee. Treaty Education in Saskatchewan in an Era of Reconciliation.

Degree: 2020, University of Saskatchewan

 In 2008, Treaty Education was mandated for every classroom across all grade levels in the province of Saskatchewan. This qualitative research involved semi-structured one-on-one interviews… (more)

Subjects/Keywords: Keywords: Treaty Education; Indigenous education; teacher education; teacher professional development; social justice education; anti-racist education; curriculum development.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gallays, J. L. (2020). Treaty Education in Saskatchewan in an Era of Reconciliation. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12830

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):

Gallays, Jennifer Lee. “Treaty Education in Saskatchewan in an Era of Reconciliation.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12830.

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

MLA Handbook (7th Edition):

Gallays, Jennifer Lee. “Treaty Education in Saskatchewan in an Era of Reconciliation.” 2020. Web. 06 Mar 2021.

Vancouver:

Gallays JL. Treaty Education in Saskatchewan in an Era of Reconciliation. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12830.

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

Council of Science Editors:

Gallays JL. Treaty Education in Saskatchewan in an Era of Reconciliation. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12830

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


University of Saskatchewan

13. Davis, Chelsea. How Canadian Public Schools Undermine Indigenous Humanity: Educational Administration and Ongoing Colonialism.

Degree: 2020, University of Saskatchewan

 This thesis is a non-empirical, anticolonial, historical, and political analysis of policy and public education in Canada. I examine the socio-cultural and ideological foundations of… (more)

Subjects/Keywords: Public Education; Colonialism; Educational Administration

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APA (6th Edition):

Davis, C. (2020). How Canadian Public Schools Undermine Indigenous Humanity: Educational Administration and Ongoing Colonialism. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12940

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):

Davis, Chelsea. “How Canadian Public Schools Undermine Indigenous Humanity: Educational Administration and Ongoing Colonialism.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12940.

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

MLA Handbook (7th Edition):

Davis, Chelsea. “How Canadian Public Schools Undermine Indigenous Humanity: Educational Administration and Ongoing Colonialism.” 2020. Web. 06 Mar 2021.

Vancouver:

Davis C. How Canadian Public Schools Undermine Indigenous Humanity: Educational Administration and Ongoing Colonialism. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12940.

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

Council of Science Editors:

Davis C. How Canadian Public Schools Undermine Indigenous Humanity: Educational Administration and Ongoing Colonialism. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12940

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


University of Saskatchewan

14. Dupuis, Jocelyn M. Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics.

Degree: 2020, University of Saskatchewan

 Home economics seeks to improve the well-being of individuals, families, and communities. Having evolved to meet the changing needs of society, home economics internationally and… (more)

Subjects/Keywords: Home Economics; Critical Pedagogy; Anti-Oppresive Education; Citizenship Education; Eco-justice Education; Feminist Lens; Historical Analysis; College of Home Economics; Social Justice; Ecological Justice

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APA (6th Edition):

Dupuis, J. M. (2020). Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12932

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):

Dupuis, Jocelyn M. “Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12932.

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

MLA Handbook (7th Edition):

Dupuis, Jocelyn M. “Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics.” 2020. Web. 06 Mar 2021.

Vancouver:

Dupuis JM. Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12932.

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

Council of Science Editors:

Dupuis JM. Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12932

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


University of Saskatchewan

15. Stavrou, Stavros Georgios. A Narrative Inquiry Into My Experiences Co-Teaching Alongside Cree Educators: Indigenization and School Mathematics.

Degree: 2020, University of Saskatchewan

 My research puzzle began through considerations around the meaning of Indigenization in school mathematics. I used a narrative inquiry methodology to explore the following research… (more)

Subjects/Keywords: Narrative Inquiry; Indigenization; School Mathematics; Anti-Racist Education; Decolonization; Cree

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APA (6th Edition):

Stavrou, S. G. (2020). A Narrative Inquiry Into My Experiences Co-Teaching Alongside Cree Educators: Indigenization and School Mathematics. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12973

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):

Stavrou, Stavros Georgios. “A Narrative Inquiry Into My Experiences Co-Teaching Alongside Cree Educators: Indigenization and School Mathematics.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12973.

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

MLA Handbook (7th Edition):

Stavrou, Stavros Georgios. “A Narrative Inquiry Into My Experiences Co-Teaching Alongside Cree Educators: Indigenization and School Mathematics.” 2020. Web. 06 Mar 2021.

Vancouver:

Stavrou SG. A Narrative Inquiry Into My Experiences Co-Teaching Alongside Cree Educators: Indigenization and School Mathematics. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12973.

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

Council of Science Editors:

Stavrou SG. A Narrative Inquiry Into My Experiences Co-Teaching Alongside Cree Educators: Indigenization and School Mathematics. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12973

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


University of Saskatchewan

16. Banton-Brown, Karrian D. Teachers Creating Success Stories: Alternative-Education Program for At-risk Students.

Degree: 2020, University of Saskatchewan

 Abstract Students who become at-risk of not completing school are among the most vulnerable in education systems. The circumstances that place them at-risk are multiple,… (more)

Subjects/Keywords: atudents at-risk; alternative education programs; ethics of care theory; constructivist grounded theory; symbolic interactionism; at-risk students; caring relationships; affective learning environment

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APA (6th Edition):

Banton-Brown, K. D. (2020). Teachers Creating Success Stories: Alternative-Education Program for At-risk Students. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12816

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):

Banton-Brown, Karrian D. “Teachers Creating Success Stories: Alternative-Education Program for At-risk Students.” 2020. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12816.

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

MLA Handbook (7th Edition):

Banton-Brown, Karrian D. “Teachers Creating Success Stories: Alternative-Education Program for At-risk Students.” 2020. Web. 06 Mar 2021.

Vancouver:

Banton-Brown KD. Teachers Creating Success Stories: Alternative-Education Program for At-risk Students. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12816.

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

Council of Science Editors:

Banton-Brown KD. Teachers Creating Success Stories: Alternative-Education Program for At-risk Students. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12816

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


University of Saskatchewan

17. Mills Wotherspoon, Barbara. Perceptions of Inseparability: A Heuristic Response to Thomas Berry's Call for Connection.

Degree: 2014, University of Saskatchewan

 This dissertation represents my heuristic response to cultural and ecological historian, Thomas Berry’s (1988, 1999, 2006) multi-dimensional call for connection to the Earth. The term,… (more)

Subjects/Keywords: Communion; The Earth is a Communion of Subjects; Shift of Consciousness; Inseparable Connections: Evolutionary Story, Quantum Reality, Eco-psychology, Indigenous Wisdom, and Contemplative Practice.

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APA (6th Edition):

Mills Wotherspoon, B. (2014). Perceptions of Inseparability: A Heuristic Response to Thomas Berry's Call for Connection. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-08-1729

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):

Mills Wotherspoon, Barbara. “Perceptions of Inseparability: A Heuristic Response to Thomas Berry's Call for Connection.” 2014. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2014-08-1729.

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

MLA Handbook (7th Edition):

Mills Wotherspoon, Barbara. “Perceptions of Inseparability: A Heuristic Response to Thomas Berry's Call for Connection.” 2014. Web. 06 Mar 2021.

Vancouver:

Mills Wotherspoon B. Perceptions of Inseparability: A Heuristic Response to Thomas Berry's Call for Connection. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2014-08-1729.

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

Council of Science Editors:

Mills Wotherspoon B. Perceptions of Inseparability: A Heuristic Response to Thomas Berry's Call for Connection. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-08-1729

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

18. Gillies, Carmen L. 1972-. A Critical Race Theory Analysis of Métis Teachers' Counter-Stories.

Degree: 2018, University of Saskatchewan

 In Canada, Métis are a distinct Indigenous population and nation that have been racialized as mixed-race historically. Using critical race theory (CRT) and mixed-race studies… (more)

Subjects/Keywords: Métis; Teachers; Counter-Stories; Racism; White Property; Indigenous Education; Anti-Racism; Schools; Critical Race Theory; Structural Determinism

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APA (6th Edition):

Gillies, C. L. 1. (2018). A Critical Race Theory Analysis of Métis Teachers' Counter-Stories. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8449

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):

Gillies, Carmen L 1972-. “A Critical Race Theory Analysis of Métis Teachers' Counter-Stories.” 2018. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/8449.

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

MLA Handbook (7th Edition):

Gillies, Carmen L 1972-. “A Critical Race Theory Analysis of Métis Teachers' Counter-Stories.” 2018. Web. 06 Mar 2021.

Vancouver:

Gillies CL1. A Critical Race Theory Analysis of Métis Teachers' Counter-Stories. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/8449.

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

Council of Science Editors:

Gillies CL1. A Critical Race Theory Analysis of Métis Teachers' Counter-Stories. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/8449

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

19. Aikens, Kathleen 1984-. A Critical Policy Analysis of Environmental and Sustainability Education in Canada.

Degree: 2019, University of Saskatchewan

 Despite calls to re-orient school systems toward sustainability, there has been uneven progress toward mainstreaming of Environmental and Sustainability Education (ESE) into Kindergarten-Grade 12 (K-12)… (more)

Subjects/Keywords: Environmental education; education policy; Education for Sustainable Development; Comparative case study; Systematic review

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APA (6th Edition):

Aikens, K. 1. (2019). A Critical Policy Analysis of Environmental and Sustainability Education in Canada. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12251

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):

Aikens, Kathleen 1984-. “A Critical Policy Analysis of Environmental and Sustainability Education in Canada.” 2019. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12251.

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

MLA Handbook (7th Edition):

Aikens, Kathleen 1984-. “A Critical Policy Analysis of Environmental and Sustainability Education in Canada.” 2019. Web. 06 Mar 2021.

Vancouver:

Aikens K1. A Critical Policy Analysis of Environmental and Sustainability Education in Canada. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12251.

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

Council of Science Editors:

Aikens K1. A Critical Policy Analysis of Environmental and Sustainability Education in Canada. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/12251

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

20. Thomas, Coralee. Motherhood and Teaching in Jamaica: A Modified Life History Approach.

Degree: 2015, University of Saskatchewan

 This study uses a modified life history approach to gain deeper insights into the lived experiences of three teachers who became mothers while serving in… (more)

Subjects/Keywords: Motherhood; teaching; feminism; life history research

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APA (6th Edition):

Thomas, C. (2015). Motherhood and Teaching in Jamaica: A Modified Life History Approach. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-08-2195

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):

Thomas, Coralee. “Motherhood and Teaching in Jamaica: A Modified Life History Approach.” 2015. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2015-08-2195.

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

MLA Handbook (7th Edition):

Thomas, Coralee. “Motherhood and Teaching in Jamaica: A Modified Life History Approach.” 2015. Web. 06 Mar 2021.

Vancouver:

Thomas C. Motherhood and Teaching in Jamaica: A Modified Life History Approach. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2015-08-2195.

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

Council of Science Editors:

Thomas C. Motherhood and Teaching in Jamaica: A Modified Life History Approach. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-08-2195

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

21. Hoftyzer, Cheryl. Reasons for teacher participation in the Social Justice and Anti-Racist, Anti-Opressive Forum on Education.

Degree: 2012, University of Saskatchewan

 The Saskatchewan Ministry of Education is asking school boards to consider how they can offer anti-racist education to teachers. To assist teachers in meeting this… (more)

Subjects/Keywords: Anti-Racist Education Professional Organizations Professional Development Forums

…College of Education, University of Saskatchewan, January 3, 2012). How this will affect… 

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APA (6th Edition):

Hoftyzer, C. (2012). Reasons for teacher participation in the Social Justice and Anti-Racist, Anti-Opressive Forum on Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-08-574

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):

Hoftyzer, Cheryl. “Reasons for teacher participation in the Social Justice and Anti-Racist, Anti-Opressive Forum on Education.” 2012. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2012-08-574.

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

MLA Handbook (7th Edition):

Hoftyzer, Cheryl. “Reasons for teacher participation in the Social Justice and Anti-Racist, Anti-Opressive Forum on Education.” 2012. Web. 06 Mar 2021.

Vancouver:

Hoftyzer C. Reasons for teacher participation in the Social Justice and Anti-Racist, Anti-Opressive Forum on Education. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2012-08-574.

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

Council of Science Editors:

Hoftyzer C. Reasons for teacher participation in the Social Justice and Anti-Racist, Anti-Opressive Forum on Education. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-08-574

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

22. Henry, Michael. Development of a Muay Thai enthusiast: An Interpretation of Alfred North Whitehead's Theory of Learning.

Degree: 2013, University of Saskatchewan

 The thesis examines the learning experience of Muay Thai training and competition through an interpretation of Whiteheads’ theory of learning. This examination is undertaken through… (more)

Subjects/Keywords: Learning; Martial Arts; Muay Thai; Alfred North Whitehead; Whitehead; rhythmic growth; wisdom; marginalized learner; aboriginal

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APA (6th Edition):

Henry, M. (2013). Development of a Muay Thai enthusiast: An Interpretation of Alfred North Whitehead's Theory of Learning. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-05-1223

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):

Henry, Michael. “Development of a Muay Thai enthusiast: An Interpretation of Alfred North Whitehead's Theory of Learning.” 2013. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2013-05-1223.

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

MLA Handbook (7th Edition):

Henry, Michael. “Development of a Muay Thai enthusiast: An Interpretation of Alfred North Whitehead's Theory of Learning.” 2013. Web. 06 Mar 2021.

Vancouver:

Henry M. Development of a Muay Thai enthusiast: An Interpretation of Alfred North Whitehead's Theory of Learning. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2013-05-1223.

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

Council of Science Editors:

Henry M. Development of a Muay Thai enthusiast: An Interpretation of Alfred North Whitehead's Theory of Learning. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-05-1223

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

23. Dill, Cody. "The safest place": Anti-oppression in Spoken Word Poetry.

Degree: 2013, University of Saskatchewan

 Current approaches to anti-oppressive education in Saskatchewan and in Canada are in dire need of re-evaluation. Outdated approaches to “inclusiveness” include multicultural celebrations, ethnic food… (more)

Subjects/Keywords: spoken word; spoken word poetry; performance poetry; poetry; anti-oppression; anti-oppressive education

…candidates in anti-oppressive education courses at the University of Saskatchewan often ask just… …conference at the University of Saskatchewan. If not, I know that the spoken word artists will… 

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APA (6th Edition):

Dill, C. (2013). "The safest place": Anti-oppression in Spoken Word Poetry. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-01-873

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):

Dill, Cody. “"The safest place": Anti-oppression in Spoken Word Poetry.” 2013. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2013-01-873.

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

MLA Handbook (7th Edition):

Dill, Cody. “"The safest place": Anti-oppression in Spoken Word Poetry.” 2013. Web. 06 Mar 2021.

Vancouver:

Dill C. "The safest place": Anti-oppression in Spoken Word Poetry. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2013-01-873.

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

Council of Science Editors:

Dill C. "The safest place": Anti-oppression in Spoken Word Poetry. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-01-873

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

24. Bischoff, Susan Colette. Music, growth and wisdom : the educational thought of Carl Orff and Alfred North Whitehead.

Degree: 2009, University of Saskatchewan

 This thesis demonstrates how an interdisciplinary, organic music program built on the theory of Alfred North Whitehead and the practice of Carl Orff fosters freedom,… (more)

Subjects/Keywords: education; Orff-Schulwerk; romance; rhythmic cycles of growth; discipline; freedom; interdisciplinary; organic; precision; generalization; arts; aesthetics

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APA (6th Edition):

Bischoff, S. C. (2009). Music, growth and wisdom : the educational thought of Carl Orff and Alfred North Whitehead. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-04092009-123506

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):

Bischoff, Susan Colette. “Music, growth and wisdom : the educational thought of Carl Orff and Alfred North Whitehead.” 2009. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/etd-04092009-123506.

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

MLA Handbook (7th Edition):

Bischoff, Susan Colette. “Music, growth and wisdom : the educational thought of Carl Orff and Alfred North Whitehead.” 2009. Web. 06 Mar 2021.

Vancouver:

Bischoff SC. Music, growth and wisdom : the educational thought of Carl Orff and Alfred North Whitehead. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/etd-04092009-123506.

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

Council of Science Editors:

Bischoff SC. Music, growth and wisdom : the educational thought of Carl Orff and Alfred North Whitehead. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-04092009-123506

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

25. Saleem, Fatima. MUSLIM MENTAL HEALTH SERVICE PROVIDERS REFLECT ON WORKING WITH MUSLIM WOMEN.

Degree: 2015, University of Saskatchewan

 As Canada becomes increasingly multicultural, counsellors along with other mental health professionals are challenged to find ways to meet the varying needs of an increasingly… (more)

Subjects/Keywords: Counselling; Muslim Women; Muslim Mental Health; Basic Interpretive Qualitative Research; Thematic Analysis; Cultural Competency

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APA (6th Edition):

Saleem, F. (2015). MUSLIM MENTAL HEALTH SERVICE PROVIDERS REFLECT ON WORKING WITH MUSLIM WOMEN. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-04-2049

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):

Saleem, Fatima. “MUSLIM MENTAL HEALTH SERVICE PROVIDERS REFLECT ON WORKING WITH MUSLIM WOMEN.” 2015. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2015-04-2049.

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

MLA Handbook (7th Edition):

Saleem, Fatima. “MUSLIM MENTAL HEALTH SERVICE PROVIDERS REFLECT ON WORKING WITH MUSLIM WOMEN.” 2015. Web. 06 Mar 2021.

Vancouver:

Saleem F. MUSLIM MENTAL HEALTH SERVICE PROVIDERS REFLECT ON WORKING WITH MUSLIM WOMEN. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2015-04-2049.

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

Council of Science Editors:

Saleem F. MUSLIM MENTAL HEALTH SERVICE PROVIDERS REFLECT ON WORKING WITH MUSLIM WOMEN. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-04-2049

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

26. Fitzsimmons, Shannon. Loving Education for What it Might Become: A Narrative Inquiry into the Experiences of Teachers Working in Anti-Oppressive Education.

Degree: 2019, University of Saskatchewan

 It has been my lived experience as a teacher that anti-oppressive education makes significant positive impact in the lives of students. It is also my… (more)

Subjects/Keywords: Anti-oppressive Education; Narrative Inquiry

…critique. After leaving the College of Education at the University of Saskatchewan, I felt at… …the 24 University of Saskatchewan. The University of Saskatchewan… …the University of Saskatchewan. After participants learned of my study, asked questions of… 

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APA (6th Edition):

Fitzsimmons, S. (2019). Loving Education for What it Might Become: A Narrative Inquiry into the Experiences of Teachers Working in Anti-Oppressive Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12326

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):

Fitzsimmons, Shannon. “Loving Education for What it Might Become: A Narrative Inquiry into the Experiences of Teachers Working in Anti-Oppressive Education.” 2019. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/12326.

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

MLA Handbook (7th Edition):

Fitzsimmons, Shannon. “Loving Education for What it Might Become: A Narrative Inquiry into the Experiences of Teachers Working in Anti-Oppressive Education.” 2019. Web. 06 Mar 2021.

Vancouver:

Fitzsimmons S. Loving Education for What it Might Become: A Narrative Inquiry into the Experiences of Teachers Working in Anti-Oppressive Education. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/12326.

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

Council of Science Editors:

Fitzsimmons S. Loving Education for What it Might Become: A Narrative Inquiry into the Experiences of Teachers Working in Anti-Oppressive Education. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/12326

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

27. Lausas, Camilla Isa. Birth Cage: Poems.

Degree: 2015, University of Saskatchewan

 Birth Cage is a trilingual and genre-bending approach to poetry. It is a postmodernist blend of visual and concrete poetry inspired by Deconstructivist architecture. Through… (more)

Subjects/Keywords: Poetry; Visual Poetry; Concrete Poetry; Interdisciplinary; Self as architecture

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

APA (6th Edition):

Lausas, C. I. (2015). Birth Cage: Poems. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-06-2108

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):

Lausas, Camilla Isa. “Birth Cage: Poems.” 2015. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2015-06-2108.

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

MLA Handbook (7th Edition):

Lausas, Camilla Isa. “Birth Cage: Poems.” 2015. Web. 06 Mar 2021.

Vancouver:

Lausas CI. Birth Cage: Poems. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2015-06-2108.

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

Council of Science Editors:

Lausas CI. Birth Cage: Poems. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-06-2108

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

28. Hobday, Darla. Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities.

Degree: 2015, University of Saskatchewan

 Parental involvement in education, such as parent-teacher communication, is important for promoting students' success (e.g., Jeynes, 2007). Parental involvement is especially important for students with… (more)

Subjects/Keywords: parent-teacher communication; students with exceptionalities

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

APA (6th Edition):

Hobday, D. (2015). Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-06-2065

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):

Hobday, Darla. “Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities.” 2015. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2015-06-2065.

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

MLA Handbook (7th Edition):

Hobday, Darla. “Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities.” 2015. Web. 06 Mar 2021.

Vancouver:

Hobday D. Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2015-06-2065.

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

Council of Science Editors:

Hobday D. Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-06-2065

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

29. Bellamy, Leanne. Everything is an Argument: A Poetry Collection.

Degree: 2013, University of Saskatchewan

 This thesis is comprised of thirty-three poems which I have written over the last year. All are lyrical and most are written in free verse,… (more)

Subjects/Keywords: Poetry; Argument; Nature; Community; Spirit; Poetics

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

APA (6th Edition):

Bellamy, L. (2013). Everything is an Argument: A Poetry Collection. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-08-1184

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):

Bellamy, Leanne. “Everything is an Argument: A Poetry Collection.” 2013. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/ETD-2013-08-1184.

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

MLA Handbook (7th Edition):

Bellamy, Leanne. “Everything is an Argument: A Poetry Collection.” 2013. Web. 06 Mar 2021.

Vancouver:

Bellamy L. Everything is an Argument: A Poetry Collection. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/ETD-2013-08-1184.

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

Council of Science Editors:

Bellamy L. Everything is an Argument: A Poetry Collection. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-08-1184

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

30. Negraeff, Laura E 1982-. The whole is in every part: A working-class woman’s experiences in academia.

Degree: 2018, University of Saskatchewan

 Reconciliation and inclusion are words that permeate throughout academia, and yet universities remain unsafe for many individuals who come from marginalized communities. Through the critical… (more)

Subjects/Keywords: critical autoethnography; intersectionality; social class; social justice education; women; working-class; university

…espouse. The University of Saskatchewan, like many other universities, has made public… …commitments to promoting inclusion (University of Saskatchewan, 2012, p.13), and yet, in… …University of Saskatchewan. In addition to addressing the inclusion mandate of universities, this… …their lives and careers. A recent study showing the wages of professors at the University of… …Saskatchewan, where this research takes place, shows that female professors continue to make less… 

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

APA (6th Edition):

Negraeff, L. E. 1. (2018). The whole is in every part: A working-class woman’s experiences in academia. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/10961

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):

Negraeff, Laura E 1982-. “The whole is in every part: A working-class woman’s experiences in academia.” 2018. Thesis, University of Saskatchewan. Accessed March 06, 2021. http://hdl.handle.net/10388/10961.

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

MLA Handbook (7th Edition):

Negraeff, Laura E 1982-. “The whole is in every part: A working-class woman’s experiences in academia.” 2018. Web. 06 Mar 2021.

Vancouver:

Negraeff LE1. The whole is in every part: A working-class woman’s experiences in academia. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10388/10961.

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

Council of Science Editors:

Negraeff LE1. The whole is in every part: A working-class woman’s experiences in academia. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/10961

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

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