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You searched for +publisher:"University of Saskatchewan" +contributor:("Prytula, Michelle"). Showing records 1 – 30 of 32 total matches.

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University of Saskatchewan

1. Kambeitz, Jolee. COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM.

Degree: 2011, University of Saskatchewan

 The purpose of this study was to work collaboratively with a group of high school students to develop a list of guidelines for using Personal… (more)

Subjects/Keywords: personal music players; Mp3; music listening in the classroom; action research; guidelines for music listening

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APA (6th Edition):

Kambeitz, J. (2011). COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-03-71

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

Chicago Manual of Style (16th Edition):

Kambeitz, Jolee. “COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM.” 2011. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2011-03-71.

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

MLA Handbook (7th Edition):

Kambeitz, Jolee. “COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM.” 2011. Web. 22 Feb 2019.

Vancouver:

Kambeitz J. COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2011-03-71.

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

Council of Science Editors:

Kambeitz J. COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-03-71

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


University of Saskatchewan

2. Madani Larijani, Maryam 1983-. A Mixed-Methods Policy Analysis of Grade 8 Stakeholders’ Perceptions Pertaining to the Intention and Implementation of French Immersion Programming.

Degree: 2017, University of Saskatchewan

 The purpose of this study was to explore the perceptions of Grade 8 stakeholders (students, parents, teachers, and principals) related to the intention and implementation… (more)

Subjects/Keywords: Policy analysis; Micro-level stakeholders; French immersion; Satisfaction score; Importance score; Performance gap score

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APA (6th Edition):

Madani Larijani, M. 1. (2017). A Mixed-Methods Policy Analysis of Grade 8 Stakeholders’ Perceptions Pertaining to the Intention and Implementation of French Immersion Programming. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7796

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):

Madani Larijani, Maryam 1983-. “A Mixed-Methods Policy Analysis of Grade 8 Stakeholders’ Perceptions Pertaining to the Intention and Implementation of French Immersion Programming.” 2017. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/7796.

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

MLA Handbook (7th Edition):

Madani Larijani, Maryam 1983-. “A Mixed-Methods Policy Analysis of Grade 8 Stakeholders’ Perceptions Pertaining to the Intention and Implementation of French Immersion Programming.” 2017. Web. 22 Feb 2019.

Vancouver:

Madani Larijani M1. A Mixed-Methods Policy Analysis of Grade 8 Stakeholders’ Perceptions Pertaining to the Intention and Implementation of French Immersion Programming. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/7796.

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

Council of Science Editors:

Madani Larijani M1. A Mixed-Methods Policy Analysis of Grade 8 Stakeholders’ Perceptions Pertaining to the Intention and Implementation of French Immersion Programming. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7796

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


University of Saskatchewan

3. Sylvester, Jeffrey. An analysis of market reform trends in Saskatchewan public education.

Degree: 2011, University of Saskatchewan

 From the 1970s onward, Western market democracies, particularly those that are English speaking and subscribe to the general tenets associated with Anglo-Saxon capitalism, have been… (more)

Subjects/Keywords: choice; market reform; accountability; neo-liberalism; Saskatchewan public education; Keynes; centralization; decentralization

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APA (6th Edition):

Sylvester, J. (2011). An analysis of market reform trends in Saskatchewan public education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-08-97

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

Chicago Manual of Style (16th Edition):

Sylvester, Jeffrey. “An analysis of market reform trends in Saskatchewan public education.” 2011. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2011-08-97.

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

MLA Handbook (7th Edition):

Sylvester, Jeffrey. “An analysis of market reform trends in Saskatchewan public education.” 2011. Web. 22 Feb 2019.

Vancouver:

Sylvester J. An analysis of market reform trends in Saskatchewan public education. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2011-08-97.

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

Council of Science Editors:

Sylvester J. An analysis of market reform trends in Saskatchewan public education. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-08-97

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


University of Saskatchewan

4. Zhou, Yanfang. Listening to Voices: Understanding Chinese Students' Journey at a Canadian University.

Degree: 2012, University of Saskatchewan

 This research explored the motivations of Chinese students to study in Canada and analyzed their cultural adaptation process at a Canadian university. This served the… (more)

Subjects/Keywords: Keywords: Chinese students; Canadian university; narrative research; motivations; cultural adaptation

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APA (6th Edition):

Zhou, Y. (2012). Listening to Voices: Understanding Chinese Students' Journey at a Canadian University. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-03-410

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):

Zhou, Yanfang. “Listening to Voices: Understanding Chinese Students' Journey at a Canadian University.” 2012. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2012-03-410.

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

MLA Handbook (7th Edition):

Zhou, Yanfang. “Listening to Voices: Understanding Chinese Students' Journey at a Canadian University.” 2012. Web. 22 Feb 2019.

Vancouver:

Zhou Y. Listening to Voices: Understanding Chinese Students' Journey at a Canadian University. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2012-03-410.

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

Council of Science Editors:

Zhou Y. Listening to Voices: Understanding Chinese Students' Journey at a Canadian University. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-03-410

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


University of Saskatchewan

5. Blazieko, Christy 1975-. Creating Authentic Collaboration for Teachers Through Network Learning Communities.

Degree: 2016, University of Saskatchewan

 Network learning communities (NLCs) exist all over the world. Their purpose is to bring teachers together from across schools to work together with the intention… (more)

Subjects/Keywords: Network learning communities; collaboration

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APA (6th Edition):

Blazieko, C. 1. (2016). Creating Authentic Collaboration for Teachers Through Network Learning Communities. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7578

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):

Blazieko, Christy 1975-. “Creating Authentic Collaboration for Teachers Through Network Learning Communities.” 2016. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/7578.

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

MLA Handbook (7th Edition):

Blazieko, Christy 1975-. “Creating Authentic Collaboration for Teachers Through Network Learning Communities.” 2016. Web. 22 Feb 2019.

Vancouver:

Blazieko C1. Creating Authentic Collaboration for Teachers Through Network Learning Communities. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/7578.

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

Council of Science Editors:

Blazieko C1. Creating Authentic Collaboration for Teachers Through Network Learning Communities. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7578

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


University of Saskatchewan

6. Dzaman, Sara. HUMAN SERVICE EXECUTIVES’ INSIGHTS ON THE BEST INTERESTS OF THE CHILD.

Degree: 2015, University of Saskatchewan

 Popular use of the phrase best interests of the child has led many to believe that the meaning and definition of best interests has been… (more)

Subjects/Keywords: Best Interests of the Child; Human Service Executivies; BIC; Best Interests

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APA (6th Edition):

Dzaman, S. (2015). HUMAN SERVICE EXECUTIVES’ INSIGHTS ON THE BEST INTERESTS OF THE CHILD. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-12-2456

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):

Dzaman, Sara. “HUMAN SERVICE EXECUTIVES’ INSIGHTS ON THE BEST INTERESTS OF THE CHILD.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-12-2456.

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

MLA Handbook (7th Edition):

Dzaman, Sara. “HUMAN SERVICE EXECUTIVES’ INSIGHTS ON THE BEST INTERESTS OF THE CHILD.” 2015. Web. 22 Feb 2019.

Vancouver:

Dzaman S. HUMAN SERVICE EXECUTIVES’ INSIGHTS ON THE BEST INTERESTS OF THE CHILD. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-12-2456.

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

Council of Science Editors:

Dzaman S. HUMAN SERVICE EXECUTIVES’ INSIGHTS ON THE BEST INTERESTS OF THE CHILD. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-12-2456

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


University of Saskatchewan

7. de Gooijer, Joyce. Putting together the pieces of me : an autoethnography of a teaching principal in an exceptionally small rural school.

Degree: 2010, University of Saskatchewan

 Two factors—role duality and school size—impact teaching principals’ abilities to fulfill their roles and responsibilities. Principals with significant teaching loads experience “role duality” a situation… (more)

Subjects/Keywords: Teaching principal; Small school; Relationships; Expectations; Fractured roles

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APA (6th Edition):

de Gooijer, J. (2010). Putting together the pieces of me : an autoethnography of a teaching principal in an exceptionally small rural school. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-01102011-172037

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):

de Gooijer, Joyce. “Putting together the pieces of me : an autoethnography of a teaching principal in an exceptionally small rural school.” 2010. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/etd-01102011-172037.

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

MLA Handbook (7th Edition):

de Gooijer, Joyce. “Putting together the pieces of me : an autoethnography of a teaching principal in an exceptionally small rural school.” 2010. Web. 22 Feb 2019.

Vancouver:

de Gooijer J. Putting together the pieces of me : an autoethnography of a teaching principal in an exceptionally small rural school. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/etd-01102011-172037.

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

Council of Science Editors:

de Gooijer J. Putting together the pieces of me : an autoethnography of a teaching principal in an exceptionally small rural school. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-01102011-172037

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

8. Gustafson, Barbara. The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher.

Degree: 2015, University of Saskatchewan

 Within educational research, postsecondary vocational education receives relatively little attention; within this sector, trades education is studied even less frequently. This research sought to address… (more)

Subjects/Keywords: vocational education; apprenticeship; postsecondary; transition; trades; teaching

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APA (6th Edition):

Gustafson, B. (2015). The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-03-1999

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):

Gustafson, Barbara. “The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-03-1999.

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

MLA Handbook (7th Edition):

Gustafson, Barbara. “The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher.” 2015. Web. 22 Feb 2019.

Vancouver:

Gustafson B. The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-03-1999.

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

Council of Science Editors:

Gustafson B. The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-03-1999

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

9. Van Dyck, Arvelle. What propels helicopter parents? Parents' motivation for over involvement in their children's higher education.

Degree: 2015, University of Saskatchewan

 The purpose of this study was to examine the phenomenon of helicopter parenting and the motivation behind overinvolved parenting of college-aged children. The literature reviewed… (more)

Subjects/Keywords: helicopter parents; overinvolved parents; higher education; support reciprocation

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APA (6th Edition):

Van Dyck, A. (2015). What propels helicopter parents? Parents' motivation for over involvement in their children's higher education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-10-2221

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):

Van Dyck, Arvelle. “What propels helicopter parents? Parents' motivation for over involvement in their children's higher education.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-10-2221.

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

MLA Handbook (7th Edition):

Van Dyck, Arvelle. “What propels helicopter parents? Parents' motivation for over involvement in their children's higher education.” 2015. Web. 22 Feb 2019.

Vancouver:

Van Dyck A. What propels helicopter parents? Parents' motivation for over involvement in their children's higher education. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-10-2221.

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

Council of Science Editors:

Van Dyck A. What propels helicopter parents? Parents' motivation for over involvement in their children's higher education. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-10-2221

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


University of Saskatchewan

10. Norris, Colleen Marie. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.

Degree: 2010, University of Saskatchewan

 This is a phenomenological study of the experiences of three teacher leaders in the context of high school reform. It examines the essence of teacher… (more)

Subjects/Keywords: teacher leadership; phenomenology; school reform; distributed leadership

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APA (6th Edition):

Norris, C. M. (2010). Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09182010-220244

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):

Norris, Colleen Marie. “Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.” 2010. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/etd-09182010-220244.

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

MLA Handbook (7th Edition):

Norris, Colleen Marie. “Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.” 2010. Web. 22 Feb 2019.

Vancouver:

Norris CM. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/etd-09182010-220244.

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

Council of Science Editors:

Norris CM. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09182010-220244

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


University of Saskatchewan

11. Hall, Joel. Exploring the use of the humanities: Towards transformative dialogue on educational issues.

Degree: 2014, University of Saskatchewan

 This dissertation used an original fable to explore how the humanities might be used to inform readers about educational issues and promote dialogue among groups… (more)

Subjects/Keywords: Humanities; Dialogue; transformation; potential; fallacy

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APA (6th Edition):

Hall, J. (2014). Exploring the use of the humanities: Towards transformative dialogue on educational issues. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-12-1882

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):

Hall, Joel. “Exploring the use of the humanities: Towards transformative dialogue on educational issues.” 2014. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2014-12-1882.

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

MLA Handbook (7th Edition):

Hall, Joel. “Exploring the use of the humanities: Towards transformative dialogue on educational issues.” 2014. Web. 22 Feb 2019.

Vancouver:

Hall J. Exploring the use of the humanities: Towards transformative dialogue on educational issues. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2014-12-1882.

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

Council of Science Editors:

Hall J. Exploring the use of the humanities: Towards transformative dialogue on educational issues. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-12-1882

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


University of Saskatchewan

12. Hoffman, Corrine Anne. Nurturing a supportive learning community : an autobiographical narrative of change efforts in a diverse setting.

Degree: 2010, University of Saskatchewan

 The purpose of this thesis was to reflect on my experiences as an educator in a unique educational community of immense diversity. More specifically, the… (more)

Subjects/Keywords: community school; programming; discipline; energy; form and function; First Nations and Métis students

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APA (6th Edition):

Hoffman, C. A. (2010). Nurturing a supportive learning community : an autobiographical narrative of change efforts in a diverse setting. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-04142010-163617

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):

Hoffman, Corrine Anne. “Nurturing a supportive learning community : an autobiographical narrative of change efforts in a diverse setting.” 2010. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/etd-04142010-163617.

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

MLA Handbook (7th Edition):

Hoffman, Corrine Anne. “Nurturing a supportive learning community : an autobiographical narrative of change efforts in a diverse setting.” 2010. Web. 22 Feb 2019.

Vancouver:

Hoffman CA. Nurturing a supportive learning community : an autobiographical narrative of change efforts in a diverse setting. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/etd-04142010-163617.

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

Council of Science Editors:

Hoffman CA. Nurturing a supportive learning community : an autobiographical narrative of change efforts in a diverse setting. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-04142010-163617

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


University of Saskatchewan

13. Reschny, Susan M 1965-. A narrative inquiry into parents' experiences with teens with substance use issues: Where are the schools in their stories?.

Degree: 2016, University of Saskatchewan

 Responding to students who are experimenting with substance use is a complex challenge for schools and administrators. For parents of these children, deciding how to… (more)

Subjects/Keywords: narrative inquiry; parent knowledge; school reform; parents; found communities; belonging; need to belong; substance use; chosen communities; stigma; de-stigmatization; social moralization; dislocation; self-stigmatization; inclusivity; adolescent mental health; reducing stigma; zero tolerance policies; hegemonic notions of family; inclusive school communities; mental health care in schools; student advocacy

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APA (6th Edition):

Reschny, S. M. 1. (2016). A narrative inquiry into parents' experiences with teens with substance use issues: Where are the schools in their stories?. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7675

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):

Reschny, Susan M 1965-. “A narrative inquiry into parents' experiences with teens with substance use issues: Where are the schools in their stories?.” 2016. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/7675.

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

MLA Handbook (7th Edition):

Reschny, Susan M 1965-. “A narrative inquiry into parents' experiences with teens with substance use issues: Where are the schools in their stories?.” 2016. Web. 22 Feb 2019.

Vancouver:

Reschny SM1. A narrative inquiry into parents' experiences with teens with substance use issues: Where are the schools in their stories?. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/7675.

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

Council of Science Editors:

Reschny SM1. A narrative inquiry into parents' experiences with teens with substance use issues: Where are the schools in their stories?. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7675

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


University of Saskatchewan

14. Bens, Susan Laura. Senior education students' understandings of academic honesty and dishonesty.

Degree: 2010, University of Saskatchewan

 Academic dishonesty has been widely reported to be a prevalent occurrence among university students and yet little research has been done to explore, in depth,… (more)

Subjects/Keywords: risk; academic integrity; teacher candidates; student voice; academic honesty; academic dishonesty; higher education; culpability

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APA (6th Edition):

Bens, S. L. (2010). Senior education students' understandings of academic honesty and dishonesty. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09192010-154127

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):

Bens, Susan Laura. “Senior education students' understandings of academic honesty and dishonesty.” 2010. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/etd-09192010-154127.

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

MLA Handbook (7th Edition):

Bens, Susan Laura. “Senior education students' understandings of academic honesty and dishonesty.” 2010. Web. 22 Feb 2019.

Vancouver:

Bens SL. Senior education students' understandings of academic honesty and dishonesty. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/etd-09192010-154127.

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

Council of Science Editors:

Bens SL. Senior education students' understandings of academic honesty and dishonesty. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09192010-154127

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


University of Saskatchewan

15. Sanderson, Patricia. Rethinking learning for the meta-learner in higher education.

Degree: 2014, University of Saskatchewan

 The broad purpose of this dissertation is to stimulate the conversation around both the purpose and conceptions of learning in higher education. In the current… (more)

Subjects/Keywords: learning in higher education meta-learner

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APA (6th Edition):

Sanderson, P. (2014). Rethinking learning for the meta-learner in higher education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-09-1766

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):

Sanderson, Patricia. “Rethinking learning for the meta-learner in higher education.” 2014. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2014-09-1766.

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

MLA Handbook (7th Edition):

Sanderson, Patricia. “Rethinking learning for the meta-learner in higher education.” 2014. Web. 22 Feb 2019.

Vancouver:

Sanderson P. Rethinking learning for the meta-learner in higher education. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2014-09-1766.

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

Council of Science Editors:

Sanderson P. Rethinking learning for the meta-learner in higher education. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-09-1766

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


University of Saskatchewan

16. Konok, Md. M. Islam. Sustainable school improvement : a case study of the needs of two Bangladeshi schools.

Degree: 2011, University of Saskatchewan

 The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the… (more)

Subjects/Keywords: Sustainability; Sustainable school improvement; School improvement; Contextual school improvement; A case study of the needs of two Bangladeshi sc; School effectiveness; Improvement needs

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APA (6th Edition):

Konok, M. M. I. (2011). Sustainable school improvement : a case study of the needs of two Bangladeshi schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-06232011-123856

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):

Konok, Md M Islam. “Sustainable school improvement : a case study of the needs of two Bangladeshi schools.” 2011. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/etd-06232011-123856.

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

MLA Handbook (7th Edition):

Konok, Md M Islam. “Sustainable school improvement : a case study of the needs of two Bangladeshi schools.” 2011. Web. 22 Feb 2019.

Vancouver:

Konok MMI. Sustainable school improvement : a case study of the needs of two Bangladeshi schools. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/etd-06232011-123856.

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

Council of Science Editors:

Konok MMI. Sustainable school improvement : a case study of the needs of two Bangladeshi schools. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/etd-06232011-123856

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


University of Saskatchewan

17. Solheim, Jeff 1974-. An Examination Of Factors Contributing To Compatibility Between Interns And Mentors Within The Education Pre-Service Internship.

Degree: 2017, University of Saskatchewan

 The pre-service undergraduate education internship is a short, but intensely influential period of time for both interns and mentors. Compatibility between the intern and mentor… (more)

Subjects/Keywords: Internship; Mentorship; Compatibility; Survey Development

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APA (6th Edition):

Solheim, J. 1. (2017). An Examination Of Factors Contributing To Compatibility Between Interns And Mentors Within The Education Pre-Service Internship. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7947

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):

Solheim, Jeff 1974-. “An Examination Of Factors Contributing To Compatibility Between Interns And Mentors Within The Education Pre-Service Internship.” 2017. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/7947.

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

MLA Handbook (7th Edition):

Solheim, Jeff 1974-. “An Examination Of Factors Contributing To Compatibility Between Interns And Mentors Within The Education Pre-Service Internship.” 2017. Web. 22 Feb 2019.

Vancouver:

Solheim J1. An Examination Of Factors Contributing To Compatibility Between Interns And Mentors Within The Education Pre-Service Internship. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/7947.

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

Council of Science Editors:

Solheim J1. An Examination Of Factors Contributing To Compatibility Between Interns And Mentors Within The Education Pre-Service Internship. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7947

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

18. Dorgan Lee, Cristin. High School Teachers' Perceptions of Teacher-Leadership.

Degree: 2014, University of Saskatchewan

 To support the professional knowledge development of all teachers, schools in North America have implemented teacher-leader roles (Angelle & DeHart, 2011; Fullan, 2003; Leithwood, Harris,… (more)

Subjects/Keywords: Teacher Leadership; Perceptions of Teacher Leadership; Canadian Context

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APA (6th Edition):

Dorgan Lee, C. (2014). High School Teachers' Perceptions of Teacher-Leadership. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-03-1482

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):

Dorgan Lee, Cristin. “High School Teachers' Perceptions of Teacher-Leadership.” 2014. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2014-03-1482.

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

MLA Handbook (7th Edition):

Dorgan Lee, Cristin. “High School Teachers' Perceptions of Teacher-Leadership.” 2014. Web. 22 Feb 2019.

Vancouver:

Dorgan Lee C. High School Teachers' Perceptions of Teacher-Leadership. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2014-03-1482.

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

Council of Science Editors:

Dorgan Lee C. High School Teachers' Perceptions of Teacher-Leadership. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-03-1482

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

19. Hardie, Rosalind. Principals' perceptions of the essential components of sustainable leadership and implications for succession planning at the elementary school level : A mixed methods research study.

Degree: 2011, University of Saskatchewan

 The primary purpose of this study was to examine principals’ perceptions of the essential components of sustainable leadership at the elementary school level. The secondary… (more)

Subjects/Keywords: Sustainable leadership; Succession-planning; Leadership for learning; Elementary school principal

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APA (6th Edition):

Hardie, R. (2011). Principals' perceptions of the essential components of sustainable leadership and implications for succession planning at the elementary school level : A mixed methods research study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-12-299

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):

Hardie, Rosalind. “Principals' perceptions of the essential components of sustainable leadership and implications for succession planning at the elementary school level : A mixed methods research study.” 2011. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2011-12-299.

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

MLA Handbook (7th Edition):

Hardie, Rosalind. “Principals' perceptions of the essential components of sustainable leadership and implications for succession planning at the elementary school level : A mixed methods research study.” 2011. Web. 22 Feb 2019.

Vancouver:

Hardie R. Principals' perceptions of the essential components of sustainable leadership and implications for succession planning at the elementary school level : A mixed methods research study. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2011-12-299.

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

Council of Science Editors:

Hardie R. Principals' perceptions of the essential components of sustainable leadership and implications for succession planning at the elementary school level : A mixed methods research study. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-12-299

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

20. Howe, Curtis. Examining the relationship between attendance and reading literacy attainment among urban elementary students : An exploratory study.

Degree: 2015, University of Saskatchewan

 Using a quantitative approach, the purpose of this study was to examine the relationship between attendance and reading literacy attainment of Grade 4 students in… (more)

Subjects/Keywords: Attendance Literacy

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APA (6th Edition):

Howe, C. (2015). Examining the relationship between attendance and reading literacy attainment among urban elementary students : An exploratory study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-09-2200

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):

Howe, Curtis. “Examining the relationship between attendance and reading literacy attainment among urban elementary students : An exploratory study.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-09-2200.

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

MLA Handbook (7th Edition):

Howe, Curtis. “Examining the relationship between attendance and reading literacy attainment among urban elementary students : An exploratory study.” 2015. Web. 22 Feb 2019.

Vancouver:

Howe C. Examining the relationship between attendance and reading literacy attainment among urban elementary students : An exploratory study. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-09-2200.

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

Council of Science Editors:

Howe C. Examining the relationship between attendance and reading literacy attainment among urban elementary students : An exploratory study. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-09-2200

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

21. Luo, Xia. CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY.

Degree: 2015, University of Saskatchewan

 Chinese immigrant families’ educational expectations are usually characterized as one of the most important reasons for Chinese students’ educational attainment and achievement. However, the understanding… (more)

Subjects/Keywords: Chinese immigrant families; Educational expectations

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APA (6th Edition):

Luo, X. (2015). CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-09-2292

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):

Luo, Xia. “CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-09-2292.

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

MLA Handbook (7th Edition):

Luo, Xia. “CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY.” 2015. Web. 22 Feb 2019.

Vancouver:

Luo X. CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-09-2292.

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

Council of Science Editors:

Luo X. CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-09-2292

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

22. Weiman, Kari. Selected Teachers' Experiences in a High School Professional Learning Community.

Degree: 2011, University of Saskatchewan

 The establishment of PLCs, a form of professional development, has been shown to be successful in improving student learning (Crow, Hausman, & Scribner, 2002; DuFour… (more)

Subjects/Keywords: PLCs; Professional Development; Teacher Identity; Collaboration; Educational Leadership; High Schools; Teacher Interaction; Narrative Inquiry; Autobiographical Narrative; Professional Dialogue

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APA (6th Edition):

Weiman, K. (2011). Selected Teachers' Experiences in a High School Professional Learning Community. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-10-230

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):

Weiman, Kari. “Selected Teachers' Experiences in a High School Professional Learning Community.” 2011. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2011-10-230.

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

MLA Handbook (7th Edition):

Weiman, Kari. “Selected Teachers' Experiences in a High School Professional Learning Community.” 2011. Web. 22 Feb 2019.

Vancouver:

Weiman K. Selected Teachers' Experiences in a High School Professional Learning Community. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2011-10-230.

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

Council of Science Editors:

Weiman K. Selected Teachers' Experiences in a High School Professional Learning Community. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-10-230

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

23. Press, Madeline. Nurse faculty experiences with integrating high-fidelity simulation (HFS) into their teaching practice: A phenomenological study.

Degree: 2015, University of Saskatchewan

 High-fidelity simulation (HFS) is a teaching innovation that is becoming a key component in nursing education programs. Nursing students are able to practice skills without… (more)

Subjects/Keywords: high-fidelity simulation; nursing education; educational administration; phenomenology; teaching practice; teaching innovations

…Saskatchewan, one through the University of Saskatchewan, and one as the result of a collaboration… 

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APA (6th Edition):

Press, M. (2015). Nurse faculty experiences with integrating high-fidelity simulation (HFS) into their teaching practice: A phenomenological study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-03-2007

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):

Press, Madeline. “Nurse faculty experiences with integrating high-fidelity simulation (HFS) into their teaching practice: A phenomenological study.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-03-2007.

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

MLA Handbook (7th Edition):

Press, Madeline. “Nurse faculty experiences with integrating high-fidelity simulation (HFS) into their teaching practice: A phenomenological study.” 2015. Web. 22 Feb 2019.

Vancouver:

Press M. Nurse faculty experiences with integrating high-fidelity simulation (HFS) into their teaching practice: A phenomenological study. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-03-2007.

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

Council of Science Editors:

Press M. Nurse faculty experiences with integrating high-fidelity simulation (HFS) into their teaching practice: A phenomenological study. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-03-2007

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

24. Kiedrowski, Jonas. "Hey! They're trying to learn for free!": An Analysis of The Simpsons as a Satirical Portrayal of Neoliberal Influence on Public Education.

Degree: 2011, University of Saskatchewan

 Rooted in the philosophy of Michael W. Apple, this thesis examines how The Simpsons has portrayed neoliberalism’s influence on public education. This thesis begins by… (more)

Subjects/Keywords: neoliberalism; simpsons

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Kiedrowski, J. (2011). "Hey! They're trying to learn for free!": An Analysis of The Simpsons as a Satirical Portrayal of Neoliberal Influence on Public Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-08-80

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

Chicago Manual of Style (16th Edition):

Kiedrowski, Jonas. “"Hey! They're trying to learn for free!": An Analysis of The Simpsons as a Satirical Portrayal of Neoliberal Influence on Public Education.” 2011. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2011-08-80.

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

MLA Handbook (7th Edition):

Kiedrowski, Jonas. “"Hey! They're trying to learn for free!": An Analysis of The Simpsons as a Satirical Portrayal of Neoliberal Influence on Public Education.” 2011. Web. 22 Feb 2019.

Vancouver:

Kiedrowski J. "Hey! They're trying to learn for free!": An Analysis of The Simpsons as a Satirical Portrayal of Neoliberal Influence on Public Education. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2011-08-80.

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

Council of Science Editors:

Kiedrowski J. "Hey! They're trying to learn for free!": An Analysis of The Simpsons as a Satirical Portrayal of Neoliberal Influence on Public Education. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-08-80

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

25. Stene, Carrie. Can I bring my cars in case we write a story? Supporting struggling readers.

Degree: 2013, University of Saskatchewan

 The research describes the experience of a beginning special education teacher who examined and adapted her teaching practices to attempt to meet the learning needs… (more)

Subjects/Keywords: struggling readers; multimodal instruction

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APA (6th Edition):

Stene, C. (2013). Can I bring my cars in case we write a story? Supporting struggling readers. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-03-992

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):

Stene, Carrie. “Can I bring my cars in case we write a story? Supporting struggling readers.” 2013. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2013-03-992.

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

MLA Handbook (7th Edition):

Stene, Carrie. “Can I bring my cars in case we write a story? Supporting struggling readers.” 2013. Web. 22 Feb 2019.

Vancouver:

Stene C. Can I bring my cars in case we write a story? Supporting struggling readers. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2013-03-992.

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

Council of Science Editors:

Stene C. Can I bring my cars in case we write a story? Supporting struggling readers. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-03-992

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

26. Mamer, Vincent. GenerationY interns experiences with, and perceptions of, collaboration in educational settings.

Degree: 2012, University of Saskatchewan

 Using a phenomenological approach, the purpose of this study was to relate select Generation Y interns’ experiences with, and perceptions of, collaboration as a result… (more)

Subjects/Keywords: Generation Y; Education; Induction and Retention; Mentorship

…in the College of Education at the University of Saskatchewan. Several questions that… …bargaining. This study was conducted at the University of Saskatchewan in the College of Education… …teaching profession (University of Saskatchewan, 2011a). Induction: programs designed… …from the College of Education at the University of Saskatchewan and their internship… …For example, the University of Saskatchewan conducts parallel programs for parents at both… 

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APA (6th Edition):

Mamer, V. (2012). GenerationY interns experiences with, and perceptions of, collaboration in educational settings. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-08-623

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):

Mamer, Vincent. “GenerationY interns experiences with, and perceptions of, collaboration in educational settings.” 2012. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2012-08-623.

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

MLA Handbook (7th Edition):

Mamer, Vincent. “GenerationY interns experiences with, and perceptions of, collaboration in educational settings.” 2012. Web. 22 Feb 2019.

Vancouver:

Mamer V. GenerationY interns experiences with, and perceptions of, collaboration in educational settings. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2012-08-623.

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

Council of Science Editors:

Mamer V. GenerationY interns experiences with, and perceptions of, collaboration in educational settings. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-08-623

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

27. Dollansky, Tracy. Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools.

Degree: 2014, University of Saskatchewan

 As teachers begin their careers they develop a psychological contract with their organization (Rousseau, 1995); beginning teachers have expectations about what supports will be available… (more)

Subjects/Keywords: Beginning Teachers; Induction; Psychological Contract; Flourishing

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APA (6th Edition):

Dollansky, T. (2014). Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-03-1462

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):

Dollansky, Tracy. “Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools.” 2014. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2014-03-1462.

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

MLA Handbook (7th Edition):

Dollansky, Tracy. “Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools.” 2014. Web. 22 Feb 2019.

Vancouver:

Dollansky T. Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2014-03-1462.

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

Council of Science Editors:

Dollansky T. Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-03-1462

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

28. Pearce, Joseph. Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study.

Degree: 2015, University of Saskatchewan

 ABSTRACT The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural,… (more)

Subjects/Keywords: Aboriginal; student learning; public community schools; mixed methods research design; assessment for learning; differentiated instruction; parent and community involvement; culturally responsive curriculum and instruction; alignment; student membership

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APA (6th Edition):

Pearce, J. (2015). Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-01-2003

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):

Pearce, Joseph. “Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-01-2003.

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

MLA Handbook (7th Edition):

Pearce, Joseph. “Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study.” 2015. Web. 22 Feb 2019.

Vancouver:

Pearce J. Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-01-2003.

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

Council of Science Editors:

Pearce J. Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-01-2003

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

29. Ingleton, Taneisha. Appreciative Voices on Leadership and Leadership Development.

Degree: 2014, University of Saskatchewan

 ABSTRACT The aim of the study was to examine Graduate Students’ perceptions of their most positive leadership experiences, unearth what gives life to their leadership,… (more)

Subjects/Keywords: Student leadership; Leadership Development; Leadership, Case Study, Appreciative Inquiry

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APA (6th Edition):

Ingleton, T. (2014). Appreciative Voices on Leadership and Leadership Development. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-02-1410

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):

Ingleton, Taneisha. “Appreciative Voices on Leadership and Leadership Development.” 2014. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2014-02-1410.

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

MLA Handbook (7th Edition):

Ingleton, Taneisha. “Appreciative Voices on Leadership and Leadership Development.” 2014. Web. 22 Feb 2019.

Vancouver:

Ingleton T. Appreciative Voices on Leadership and Leadership Development. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2014-02-1410.

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

Council of Science Editors:

Ingleton T. Appreciative Voices on Leadership and Leadership Development. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-02-1410

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

30. McTavish, Paul. DEVELOPING BELIEFS AND CHALLENGING ASSUMPTIONS: A CASE STUDY OF A BEGINNING TEACHER’S UNDERSTANDING OF PARENT ENGAGEMENT.

Degree: 2015, University of Saskatchewan

 Using a single case study methodology, the purpose of this research was to investigate how school culture, induction programs, and a beginning teacher’s prior beliefs… (more)

Subjects/Keywords: Parent engagement; Teacher induction; Beliefs; School culture

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

APA (6th Edition):

McTavish, P. (2015). DEVELOPING BELIEFS AND CHALLENGING ASSUMPTIONS: A CASE STUDY OF A BEGINNING TEACHER’S UNDERSTANDING OF PARENT ENGAGEMENT. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-03-2001

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):

McTavish, Paul. “DEVELOPING BELIEFS AND CHALLENGING ASSUMPTIONS: A CASE STUDY OF A BEGINNING TEACHER’S UNDERSTANDING OF PARENT ENGAGEMENT.” 2015. Thesis, University of Saskatchewan. Accessed February 22, 2019. http://hdl.handle.net/10388/ETD-2015-03-2001.

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

MLA Handbook (7th Edition):

McTavish, Paul. “DEVELOPING BELIEFS AND CHALLENGING ASSUMPTIONS: A CASE STUDY OF A BEGINNING TEACHER’S UNDERSTANDING OF PARENT ENGAGEMENT.” 2015. Web. 22 Feb 2019.

Vancouver:

McTavish P. DEVELOPING BELIEFS AND CHALLENGING ASSUMPTIONS: A CASE STUDY OF A BEGINNING TEACHER’S UNDERSTANDING OF PARENT ENGAGEMENT. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10388/ETD-2015-03-2001.

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

Council of Science Editors:

McTavish P. DEVELOPING BELIEFS AND CHALLENGING ASSUMPTIONS: A CASE STUDY OF A BEGINNING TEACHER’S UNDERSTANDING OF PARENT ENGAGEMENT. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-03-2001

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

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