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You searched for +publisher:"University of Texas – Austin" +contributor:("Salinas, Cinthia"). Showing records 1 – 30 of 50 total matches.

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University of Texas – Austin

1. -5135-2792. Education on autopilot : automation in the classroom.

Degree: MA, Curriculum and Instruction, 2019, University of Texas – Austin

 The purpose of this research is to examine the ethical implications of automating education within a classroom. Automation is widespread throughout the workforce and expected… (more)

Subjects/Keywords: Education; Automation; Personalized learning; Pedagogy; Culturally responsive pedagogy

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APA (6th Edition):

-5135-2792. (2019). Education on autopilot : automation in the classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/8204

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5135-2792. “Education on autopilot : automation in the classroom.” 2019. Masters Thesis, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/8204.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5135-2792. “Education on autopilot : automation in the classroom.” 2019. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5135-2792. Education on autopilot : automation in the classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/8204.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5135-2792. Education on autopilot : automation in the classroom. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/8204

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

2. -0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The qualitative case study investigated how a Latino bilingual teacher incorporated students' linguistic, cultural, and experiences of the Latina/o community through interactive read alouds during… (more)

Subjects/Keywords: Biliteracy; Bilingualism; Biculturalism; Experiential knowledge; Cultural practices; Latcrit; Continua of biliteracy; Latino; Code switching; Immigration; Dia de los Muertos; Religion; Language ideologies; Language policy; Bilingual teacher; Bilingual education; Interactive read alouds; Parental involvement

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APA (6th Edition):

-0882-5333. (2017). Interactive read alouds : developing literacy in bilingual second grade classrooms. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60410

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0882-5333. “Interactive read alouds : developing literacy in bilingual second grade classrooms.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/60410.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0882-5333. “Interactive read alouds : developing literacy in bilingual second grade classrooms.” 2017. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/60410.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60410

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

3. Saunders, Jane Marie. Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education.

Degree: PhD, Curriculum and Instruction, 2008, University of Texas – Austin

 The purpose of this dissertation was to gain greater understanding about how preservice secondary English/language arts teachers made use of multicultural theory and practice in… (more)

Subjects/Keywords: Preservice secondary teachers; English teachers; Language arts teachers; Multicultural theory and practice; Urban classrooms; Multicultural education

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APA (6th Edition):

Saunders, J. M. (2008). Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29667

Chicago Manual of Style (16th Edition):

Saunders, Jane Marie. “Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education.” 2008. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/29667.

MLA Handbook (7th Edition):

Saunders, Jane Marie. “Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education.” 2008. Web. 30 Oct 2020.

Vancouver:

Saunders JM. Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2008. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/29667.

Council of Science Editors:

Saunders JM. Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education. [Doctoral Dissertation]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/29667

4. Harle, Carol Berg. The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers.

Degree: PhD, Curriculum and Instruction, 2008, University of Texas – Austin

 Lesson study has been introduced in the United States as a collaborative professional development process focusing on improving teachers’ content knowledge and instructional skills as… (more)

Subjects/Keywords: Elementary school teachers – In-service training; Middle school teachers – In-service training; Mathematics – Study and teaching

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APA (6th Edition):

Harle, C. B. (2008). The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18237

Chicago Manual of Style (16th Edition):

Harle, Carol Berg. “The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers.” 2008. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/18237.

MLA Handbook (7th Edition):

Harle, Carol Berg. “The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers.” 2008. Web. 30 Oct 2020.

Vancouver:

Harle CB. The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2008. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/18237.

Council of Science Editors:

Harle CB. The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers. [Doctoral Dissertation]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/18237

5. Soria, Hope Michele. From desegregation to resegregation : a case study of African American parent understandings.

Degree: PhD, Curriculum and Instruction, 2006, University of Texas – Austin

 The history and challenges regarding segregation, desegregation, and resegregation remain tangible and threatening to public schools today. Public support has shifted away from the gains… (more)

Subjects/Keywords: Resegregation; Public schools; African American parents; Marginalized community

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APA (6th Edition):

Soria, H. M. (2006). From desegregation to resegregation : a case study of African American parent understandings. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24352

Chicago Manual of Style (16th Edition):

Soria, Hope Michele. “From desegregation to resegregation : a case study of African American parent understandings.” 2006. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/24352.

MLA Handbook (7th Edition):

Soria, Hope Michele. “From desegregation to resegregation : a case study of African American parent understandings.” 2006. Web. 30 Oct 2020.

Vancouver:

Soria HM. From desegregation to resegregation : a case study of African American parent understandings. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2006. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/24352.

Council of Science Editors:

Soria HM. From desegregation to resegregation : a case study of African American parent understandings. [Doctoral Dissertation]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/24352

6. Flint, Mary Jo. Treasures and damages : portraits of veteran teachers with/in the standards era.

Degree: PhD, Curriculum and Instruction, 2014, University of Texas – Austin

 This project examined the life narratives of four veteran teachers, each of whom began their careers before the onset of the Standards Era and were… (more)

Subjects/Keywords: Veteran teachers; Narrative; Standards; Portraiture; Teacher knowledge; Resilience

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APA (6th Edition):

Flint, M. J. (2014). Treasures and damages : portraits of veteran teachers with/in the standards era. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24743

Chicago Manual of Style (16th Edition):

Flint, Mary Jo. “Treasures and damages : portraits of veteran teachers with/in the standards era.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/24743.

MLA Handbook (7th Edition):

Flint, Mary Jo. “Treasures and damages : portraits of veteran teachers with/in the standards era.” 2014. Web. 30 Oct 2020.

Vancouver:

Flint MJ. Treasures and damages : portraits of veteran teachers with/in the standards era. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/24743.

Council of Science Editors:

Flint MJ. Treasures and damages : portraits of veteran teachers with/in the standards era. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/24743

7. Zanin, Anthony John. Democratizing the process of teacher professional development.

Degree: MA, Curriculum and Instruction, 2019, University of Texas – Austin

 Professional development is typically viewed by teachers in a negative way because of the impression of its inability to meet the actual needs of a… (more)

Subjects/Keywords: Teacher professional development; Pedagogical content knowledge; Social studies; Deliberative democracy

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APA (6th Edition):

Zanin, A. J. (2019). Democratizing the process of teacher professional development. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/5330

Chicago Manual of Style (16th Edition):

Zanin, Anthony John. “Democratizing the process of teacher professional development.” 2019. Masters Thesis, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/5330.

MLA Handbook (7th Edition):

Zanin, Anthony John. “Democratizing the process of teacher professional development.” 2019. Web. 30 Oct 2020.

Vancouver:

Zanin AJ. Democratizing the process of teacher professional development. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/5330.

Council of Science Editors:

Zanin AJ. Democratizing the process of teacher professional development. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/5330

8. Ramos, Eric Eliseo. Examining critical understandings of Latino history: a review of teacher practice.

Degree: MA, Curriculum and Instruction, 2014, University of Texas – Austin

 In 1848 with the signing of the Treaty of Guadalupe Hidalgo a large portion of land that had formerly belonged to Mexico now belonged to… (more)

Subjects/Keywords: LatCrit; Latino history

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APA (6th Edition):

Ramos, E. E. (2014). Examining critical understandings of Latino history: a review of teacher practice. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25975

Chicago Manual of Style (16th Edition):

Ramos, Eric Eliseo. “Examining critical understandings of Latino history: a review of teacher practice.” 2014. Masters Thesis, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/25975.

MLA Handbook (7th Edition):

Ramos, Eric Eliseo. “Examining critical understandings of Latino history: a review of teacher practice.” 2014. Web. 30 Oct 2020.

Vancouver:

Ramos EE. Examining critical understandings of Latino history: a review of teacher practice. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/25975.

Council of Science Editors:

Ramos EE. Examining critical understandings of Latino history: a review of teacher practice. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25975


University of Texas – Austin

9. -8425-6289. Politics, policy, and normative state culture : Texas trafficking policy and education as a medium for social change.

Degree: PhD, Educational Administration, 2015, University of Texas – Austin

 Over the last two decades, human trafficking has become a significant international, United States, and individual state policy issue. Non-governmental organizations and various academic disciplines… (more)

Subjects/Keywords: Texas educational policy; Human trafficking policy; Vulnerable youth; K-12 educator identification and prevention programming; Texas House Bill 1272; Policy implementation; Qualitative methodology; Feminist standpoint research; Multifocal theory; Political, normative, and organizational dynamics; Elite policy actors; Slippage; Political symbolism

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APA (6th Edition):

-8425-6289. (2015). Politics, policy, and normative state culture : Texas trafficking policy and education as a medium for social change. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32791

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8425-6289. “Politics, policy, and normative state culture : Texas trafficking policy and education as a medium for social change.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/32791.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8425-6289. “Politics, policy, and normative state culture : Texas trafficking policy and education as a medium for social change.” 2015. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8425-6289. Politics, policy, and normative state culture : Texas trafficking policy and education as a medium for social change. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/32791.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8425-6289. Politics, policy, and normative state culture : Texas trafficking policy and education as a medium for social change. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32791

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

10. -4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 Professional development (PD) in early childhood education and care (ECEC) is at a critical juncture within the current accountability and standards movement. Various stakeholders position… (more)

Subjects/Keywords: Professional learning; Professional development; Inquiry-based professional learning; Multiple case-study; Qualitative research

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APA (6th Edition):

-4091-1354. (2019). Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2869

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/2869.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/2869.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2869

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

11. -3407-0608. The complexity of Latino male bilingual teachers’ experiences.

Degree: PhD, Curriculum and instruction, 2015, University of Texas – Austin

 This dissertation investigated the intersection of gender and ethnicity of Latino male elementary teachers’ experiences in bilingual classrooms through their narratives, experiences and pedagogical practices.… (more)

Subjects/Keywords: LatCrit; Elementary male teachers

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APA (6th Edition):

-3407-0608. (2015). The complexity of Latino male bilingual teachers’ experiences. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32599

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3407-0608. “The complexity of Latino male bilingual teachers’ experiences.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/32599.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-3407-0608. “The complexity of Latino male bilingual teachers’ experiences.” 2015. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3407-0608. The complexity of Latino male bilingual teachers’ experiences. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/32599.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3407-0608. The complexity of Latino male bilingual teachers’ experiences. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32599

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

12. -8113-1162. History teachers’ use of online primary sources to promote historical thinking skills.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This dissertation entailed a qualitative case study on Internet technology’s impact on history education in the middle grades. Specifically, the focus of this study investigated… (more)

Subjects/Keywords: Historical thinking; Online primary sources; Social studies education; History teachers; Constructivism

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APA (6th Edition):

-8113-1162. (2019). History teachers’ use of online primary sources to promote historical thinking skills. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2749

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8113-1162. “History teachers’ use of online primary sources to promote historical thinking skills.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/2749.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8113-1162. “History teachers’ use of online primary sources to promote historical thinking skills.” 2019. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8113-1162. History teachers’ use of online primary sources to promote historical thinking skills. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/2749.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8113-1162. History teachers’ use of online primary sources to promote historical thinking skills. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2749

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

13. -2350-8889. Her own works praise her : an investigation into the development of ambitious feminist teachers and their resistance to neoliberal mechanisms of curricular and pedagogical control.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of qualitative case study was to examine the development of activist feminist teachers, their viewpoints and understandings of the current neo-liberal educational system… (more)

Subjects/Keywords: Feminist teachers; Feminist post-structural; Resistance; Agency; Feminism; Feminist pedagogy

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APA (6th Edition):

-2350-8889. (2017). Her own works praise her : an investigation into the development of ambitious feminist teachers and their resistance to neoliberal mechanisms of curricular and pedagogical control. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61543

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2350-8889. “Her own works praise her : an investigation into the development of ambitious feminist teachers and their resistance to neoliberal mechanisms of curricular and pedagogical control.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/61543.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2350-8889. “Her own works praise her : an investigation into the development of ambitious feminist teachers and their resistance to neoliberal mechanisms of curricular and pedagogical control.” 2017. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2350-8889. Her own works praise her : an investigation into the development of ambitious feminist teachers and their resistance to neoliberal mechanisms of curricular and pedagogical control. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/61543.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2350-8889. Her own works praise her : an investigation into the development of ambitious feminist teachers and their resistance to neoliberal mechanisms of curricular and pedagogical control. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61543

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

14. Degollado, Enrique David. The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This dissertation examines the language and literacy ideologies of in-service fronteriza bilingual education maestras utilizing a life story methodology. Drawing on an indigenous research paradigm… (more)

Subjects/Keywords: Bilingual education; Life stories

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APA (6th Edition):

Degollado, E. D. (2019). The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2781

Chicago Manual of Style (16th Edition):

Degollado, Enrique David. “The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/2781.

MLA Handbook (7th Edition):

Degollado, Enrique David. “The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla.” 2019. Web. 30 Oct 2020.

Vancouver:

Degollado ED. The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/2781.

Council of Science Editors:

Degollado ED. The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2781


University of Texas – Austin

15. Atwood, Erin Denise, 1978-. San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework.

Degree: PhD, Educational Administration, 2011, University of Texas – Austin

 The current economic conditions in the United States have contributed to budgetary cuts to public education at both the federal and state levels. This attention… (more)

Subjects/Keywords: School finance; School law; Latino critical race theory; Critical policy analysis; History; San Antonio

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APA (6th Edition):

Atwood, Erin Denise, 1. (2011). San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4189

Chicago Manual of Style (16th Edition):

Atwood, Erin Denise, 1978-. “San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/ETD-UT-2011-08-4189.

MLA Handbook (7th Edition):

Atwood, Erin Denise, 1978-. “San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework.” 2011. Web. 30 Oct 2020.

Vancouver:

Atwood, Erin Denise 1. San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4189.

Council of Science Editors:

Atwood, Erin Denise 1. San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4189


University of Texas – Austin

16. -5453-8151. "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy.

Degree: PhD, Curriculum and Instruction, 2018, University of Texas – Austin

 Economics education is an understudied discipline within social studies, yet the discipline of economics holds an outsize import in political decisions. Teachers are largely ill-prepared… (more)

Subjects/Keywords: Economics education; Critical economics education; Preservice teachers; Preservice social studies teachers; Economics and social studies

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APA (6th Edition):

-5453-8151. (2018). "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68086

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5453-8151. “"Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/68086.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5453-8151. “"Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy.” 2018. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5453-8151. "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/68086.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5453-8151. "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68086

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Author name may be incomplete

17. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this study was to understand how social studies teachers interested in critical theory understood it and how it actually emerged in ideology,… (more)

Subjects/Keywords: Social studies; Critical theory; Critical pedagogy; Pedagogy; Education; Teaching

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APA (6th Edition):

-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62991

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/62991.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/62991.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62991

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

18. -5319-0694. Voices of administrators serving Latino communities : a multisite video-cued ethnography.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this ethnographic study was to better understand how administrators characterize high-quality early learning classrooms predominantly serving Latino/a and Latino/a immigrant students. The… (more)

Subjects/Keywords: Administrators; Perspectives; Early childhood

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APA (6th Edition):

-5319-0694. (2017). Voices of administrators serving Latino communities : a multisite video-cued ethnography. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2441

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5319-0694. “Voices of administrators serving Latino communities : a multisite video-cued ethnography.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/2441.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5319-0694. “Voices of administrators serving Latino communities : a multisite video-cued ethnography.” 2017. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5319-0694. Voices of administrators serving Latino communities : a multisite video-cued ethnography. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/2441.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5319-0694. Voices of administrators serving Latino communities : a multisite video-cued ethnography. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://dx.doi.org/10.26153/tsw/2441

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

19. Thompson, Teresa Lynn. Race, gender, and a primary diagnosis of depressive/mood disorders : outcomes from the National Rehabilitation Services administration data file.

Degree: PhD, Special Education, 2015, University of Texas – Austin

 According to the National Institute of Mental Health, Major Depressive Disorder (MDD) is the leading cause of disability in the United States for persons 15… (more)

Subjects/Keywords: Rehabilitation counseling; Vocational rehabilitation counseling; Race; Gender; Disability; Depression; Major depressive disorder; Unemployment; Competitive employment

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APA (6th Edition):

Thompson, T. L. (2015). Race, gender, and a primary diagnosis of depressive/mood disorders : outcomes from the National Rehabilitation Services administration data file. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31698

Chicago Manual of Style (16th Edition):

Thompson, Teresa Lynn. “Race, gender, and a primary diagnosis of depressive/mood disorders : outcomes from the National Rehabilitation Services administration data file.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/31698.

MLA Handbook (7th Edition):

Thompson, Teresa Lynn. “Race, gender, and a primary diagnosis of depressive/mood disorders : outcomes from the National Rehabilitation Services administration data file.” 2015. Web. 30 Oct 2020.

Vancouver:

Thompson TL. Race, gender, and a primary diagnosis of depressive/mood disorders : outcomes from the National Rehabilitation Services administration data file. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/31698.

Council of Science Editors:

Thompson TL. Race, gender, and a primary diagnosis of depressive/mood disorders : outcomes from the National Rehabilitation Services administration data file. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31698


University of Texas – Austin

20. Greer, Elizabeth Jane. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 Concerns for educational equity for an increasingly culturally and linguistically diverse K-12 student population has drawn attention to the preparation of future teachers’ multilingual, multicultural,… (more)

Subjects/Keywords: Teacher education; Social media; Instagram; Social justice teacher education; Pre-service teachers; ESL pre-service teachers; Cultural mismatch; K-12 student cultural diversity; K-12 student linguistic diversity; School student diversity; Teacher preparation; Critical consciousness education

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APA (6th Edition):

Greer, E. J. (2019). #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2906

Chicago Manual of Style (16th Edition):

Greer, Elizabeth Jane. “#Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/2906.

MLA Handbook (7th Edition):

Greer, Elizabeth Jane. “#Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.” 2019. Web. 30 Oct 2020.

Vancouver:

Greer EJ. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/2906.

Council of Science Editors:

Greer EJ. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2906


University of Texas – Austin

21. Colegrove, Kiyomi Sanchez-Suzuki. Voces de padres inmigrantes Latinos: a multisite video-cued ethography: Multisite video-cued ethnography.

Degree: PhD, Curriculum and instruction, 2015, University of Texas – Austin

 Abstract: The purpose of this ethnographic study was to better understand how Latino immigrant parents describe, view and conceptualize learning in the early primary grades.… (more)

Subjects/Keywords: Early childhood education; Latino immigrant families; Bilingual education; Curriculum

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APA (6th Edition):

Colegrove, K. S. (2015). Voces de padres inmigrantes Latinos: a multisite video-cued ethography: Multisite video-cued ethnography. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/33378

Chicago Manual of Style (16th Edition):

Colegrove, Kiyomi Sanchez-Suzuki. “Voces de padres inmigrantes Latinos: a multisite video-cued ethography: Multisite video-cued ethnography.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/33378.

MLA Handbook (7th Edition):

Colegrove, Kiyomi Sanchez-Suzuki. “Voces de padres inmigrantes Latinos: a multisite video-cued ethography: Multisite video-cued ethnography.” 2015. Web. 30 Oct 2020.

Vancouver:

Colegrove KS. Voces de padres inmigrantes Latinos: a multisite video-cued ethography: Multisite video-cued ethnography. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/33378.

Council of Science Editors:

Colegrove KS. Voces de padres inmigrantes Latinos: a multisite video-cued ethography: Multisite video-cued ethnography. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/33378


University of Texas – Austin

22. -2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this research is to show ways in which a bilingual teacher and emergent bilinguals interact and engage with multimodal texts in the… (more)

Subjects/Keywords: Biliteracy; Multiliteracies; Bilingual education; Multimodal; Translanguaging

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

APA (6th Edition):

-2694-833X. (2017). Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62994

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/62994.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/62994.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62994

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Author name may be incomplete


University of Texas – Austin

23. Blevins, Brooke Erin. Enacting critical historical thinking : decision making among novice secondary social studies teachers.

Degree: PhD, Curriculum and Instruction, 2011, University of Texas – Austin

 This qualitative multiple case study conducted from an interpretive epistemological stance, focused on three novice social studies teachers decision making practices in regards to the… (more)

Subjects/Keywords: Teacher education; Social studies education; Critical pedagogy; Teacher decision making

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APA (6th Edition):

Blevins, B. E. (2011). Enacting critical historical thinking : decision making among novice secondary social studies teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2705

Chicago Manual of Style (16th Edition):

Blevins, Brooke Erin. “Enacting critical historical thinking : decision making among novice secondary social studies teachers.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/ETD-UT-2011-05-2705.

MLA Handbook (7th Edition):

Blevins, Brooke Erin. “Enacting critical historical thinking : decision making among novice secondary social studies teachers.” 2011. Web. 30 Oct 2020.

Vancouver:

Blevins BE. Enacting critical historical thinking : decision making among novice secondary social studies teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2705.

Council of Science Editors:

Blevins BE. Enacting critical historical thinking : decision making among novice secondary social studies teachers. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2705


University of Texas – Austin

24. -1020-3410. Examining the goal systems of student teachers.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

 Understanding why novice science teachers use certain practices and not others upon entering the classroom remains an important question for those conducting research on science… (more)

Subjects/Keywords: Science teachers; Teacher cognition; Teachers' goals

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APA (6th Edition):

-1020-3410. (2015). Examining the goal systems of student teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31385

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1020-3410. “Examining the goal systems of student teachers.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/31385.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1020-3410. “Examining the goal systems of student teachers.” 2015. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1020-3410. Examining the goal systems of student teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/31385.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1020-3410. Examining the goal systems of student teachers. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31385

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

25. -9978-0315. A critical consideration of contemporary openness in online education.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 As the so-called Open Education Movement develops amidst the maturation and growth of computer and Internet technologies, there exists a need for a critical understanding… (more)

Subjects/Keywords: Open education; OER; OER movement; Neoliberalism; Critical online pedagogy; Open educational resources; Open-source education; Openly-shared learning opportunities; OSLO; Online learning; Deschooling; E-learning; Commons; Digital commons; Creative commons; Copyleft

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APA (6th Edition):

-9978-0315. (2019). A critical consideration of contemporary openness in online education. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2102

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9978-0315. “A critical consideration of contemporary openness in online education.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://dx.doi.org/10.26153/tsw/2102.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-9978-0315. “A critical consideration of contemporary openness in online education.” 2019. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9978-0315. A critical consideration of contemporary openness in online education. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 30]. Available from: http://dx.doi.org/10.26153/tsw/2102.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-9978-0315. A critical consideration of contemporary openness in online education. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2102

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Author name may be incomplete


University of Texas – Austin

26. -8460-3172. Transforming social studies : a case for the inclusion of Sylvia Wynter in the canon of social studies education.

Degree: PhD, Curriculum and instruction, 2016, University of Texas – Austin

 The purpose of this dissertation is to make a case that Sylvia Wynter should be included in the social studies education canon. To prove this… (more)

Subjects/Keywords: Sylvia Wynter; Wynterian approach; Social studies canon

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APA (6th Edition):

-8460-3172. (2016). Transforming social studies : a case for the inclusion of Sylvia Wynter in the canon of social studies education. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39569

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8460-3172. “Transforming social studies : a case for the inclusion of Sylvia Wynter in the canon of social studies education.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/39569.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8460-3172. “Transforming social studies : a case for the inclusion of Sylvia Wynter in the canon of social studies education.” 2016. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8460-3172. Transforming social studies : a case for the inclusion of Sylvia Wynter in the canon of social studies education. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/39569.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8460-3172. Transforming social studies : a case for the inclusion of Sylvia Wynter in the canon of social studies education. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39569

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Author name may be incomplete


University of Texas – Austin

27. -9915-0751. Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years.

Degree: PhD, Curriculum and instruction, 2016, University of Texas – Austin

 This critical case study examined young elementary students’ understandings of race as they participated in an interdisciplinary Social Studies and English Language Arts unit in… (more)

Subjects/Keywords: Race; Early childhood; Social justice; Young elementary students; English language arts; First grade classroom; Critical race theory; Social education; Interdisciplinary unit

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APA (6th Edition):

-9915-0751. (2016). Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41965

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9915-0751. “Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/41965.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-9915-0751. “Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years.” 2016. Web. 30 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9915-0751. Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/41965.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-9915-0751. Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41965

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28. Rodríguez, Noreen Naseem. Hidden in history : examining Asian American elementary teachers’ enactment of Asian American history.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 Compared to other groups of color, Asian Americans are arguably the most invisible ethnoracial group in the traditional narrative of U.S. history that pervades K-12… (more)

Subjects/Keywords: Asian American teachers; Asian American history; Elementary education; Social studies education

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APA (6th Edition):

Rodríguez, N. N. (2017). Hidden in history : examining Asian American elementary teachers’ enactment of Asian American history. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47294

Chicago Manual of Style (16th Edition):

Rodríguez, Noreen Naseem. “Hidden in history : examining Asian American elementary teachers’ enactment of Asian American history.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/47294.

MLA Handbook (7th Edition):

Rodríguez, Noreen Naseem. “Hidden in history : examining Asian American elementary teachers’ enactment of Asian American history.” 2017. Web. 30 Oct 2020.

Vancouver:

Rodríguez NN. Hidden in history : examining Asian American elementary teachers’ enactment of Asian American history. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/47294.

Council of Science Editors:

Rodríguez NN. Hidden in history : examining Asian American elementary teachers’ enactment of Asian American history. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47294

29. Robertson, Susan Elaine, 1971-. Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies.

Degree: PhD, Curriculum and Instruction, 2008, University of Texas – Austin

 This qualitative case study examined the efforts of one elementary public school teacher to implement a social justice curriculum unit in her fourth grade social… (more)

Subjects/Keywords: Social sciences – Study and teaching (Elementary); Social justice – Study and teaching (Elementary)

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APA (6th Edition):

Robertson, Susan Elaine, 1. (2008). Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/17737

Chicago Manual of Style (16th Edition):

Robertson, Susan Elaine, 1971-. “Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies.” 2008. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/17737.

MLA Handbook (7th Edition):

Robertson, Susan Elaine, 1971-. “Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies.” 2008. Web. 30 Oct 2020.

Vancouver:

Robertson, Susan Elaine 1. Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2008. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/17737.

Council of Science Editors:

Robertson, Susan Elaine 1. Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies. [Doctoral Dissertation]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/17737

30. Flores, Monica, active 21st century. Latino college students' decisions regarding academic support services : a case study.

Degree: PhD, Science Education, 2014, University of Texas – Austin

 This study focused on Latino undergraduate students majoring in science, and their decisions to access academic support programs. The purposes were to understand (1) factors… (more)

Subjects/Keywords: STEM; Choice making; Latino

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APA (6th Edition):

Flores, Monica, a. 2. c. (2014). Latino college students' decisions regarding academic support services : a case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25036

Chicago Manual of Style (16th Edition):

Flores, Monica, active 21st century. “Latino college students' decisions regarding academic support services : a case study.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed October 30, 2020. http://hdl.handle.net/2152/25036.

MLA Handbook (7th Edition):

Flores, Monica, active 21st century. “Latino college students' decisions regarding academic support services : a case study.” 2014. Web. 30 Oct 2020.

Vancouver:

Flores, Monica a2c. Latino college students' decisions regarding academic support services : a case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2152/25036.

Council of Science Editors:

Flores, Monica a2c. Latino college students' decisions regarding academic support services : a case study. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25036

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