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You searched for +publisher:"University of Texas – Austin" +contributor:("Urrieta , Luis"). Showing records 1 – 30 of 47 total matches.

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University of Texas – Austin

1. LaFuente, Henry Clint. The intricate practices of critically conscious K-12 teachers.

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

 Being a K-12 teacher is challenging. Some would argue that teaching is even harder for critically conscious educators. The work of critically conscious K-12 educators… (more)

Subjects/Keywords: Critical conscious

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

APA (6th Edition):

LaFuente, H. C. (2018). The intricate practices of critically conscious K-12 teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68625

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):

LaFuente, Henry Clint. “The intricate practices of critically conscious K-12 teachers.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/68625.

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

MLA Handbook (7th Edition):

LaFuente, Henry Clint. “The intricate practices of critically conscious K-12 teachers.” 2018. Web. 21 Feb 2019.

Vancouver:

LaFuente HC. The intricate practices of critically conscious K-12 teachers. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/68625.

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

Council of Science Editors:

LaFuente HC. The intricate practices of critically conscious K-12 teachers. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68625

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


University of Texas – Austin

2. Zavala, Corina Raquel. Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas.

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

 Crystal City, Texas has been a part of the Chicano Movement narrative since the beginning. Crystal City High School like others across the United States… (more)

Subjects/Keywords: Chicano movement; Feminist epistemology; Chicana; Crystal City, Texas

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APA (6th Edition):

Zavala, C. R. (2014). Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25039

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):

Zavala, Corina Raquel. “Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/25039.

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

MLA Handbook (7th Edition):

Zavala, Corina Raquel. “Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas.” 2014. Web. 21 Feb 2019.

Vancouver:

Zavala CR. Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/25039.

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

Council of Science Editors:

Zavala CR. Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25039

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


University of Texas – Austin

3. García-Fernández, Carla Marie. Deaf-Latina/Latino critical theory in education : the lived experiences and multiple intersecting identities of deaf-Latina/o high school students.

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

 Deaf-Latina/Latino Critical (Deaf-LatCrit) Theory in Education is a new theoretical proposition for this qualitative study. Deaf-LatCrit recognizes and validates Deaf-Lat epistemology and challenges the topic… (more)

Subjects/Keywords: Intersectionality; Deaf-Latina/o critical theory in education; Deaf-Lat; Deaf; Education; Residential school for the Deaf

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APA (6th Edition):

García-Fernández, C. M. (2014). Deaf-Latina/Latino critical theory in education : the lived experiences and multiple intersecting identities of deaf-Latina/o high school students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25088

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):

García-Fernández, Carla Marie. “Deaf-Latina/Latino critical theory in education : the lived experiences and multiple intersecting identities of deaf-Latina/o high school students.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/25088.

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

MLA Handbook (7th Edition):

García-Fernández, Carla Marie. “Deaf-Latina/Latino critical theory in education : the lived experiences and multiple intersecting identities of deaf-Latina/o high school students.” 2014. Web. 21 Feb 2019.

Vancouver:

García-Fernández CM. Deaf-Latina/Latino critical theory in education : the lived experiences and multiple intersecting identities of deaf-Latina/o high school students. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/25088.

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

Council of Science Editors:

García-Fernández CM. Deaf-Latina/Latino critical theory in education : the lived experiences and multiple intersecting identities of deaf-Latina/o high school students. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25088

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


University of Texas – Austin

4. Martínez, Manuel, active 2013. Literature circles : Latina/o students' daily experiences as part of the classroom curriculum.

Degree: Curriculum and Instruction, 2013, University of Texas – Austin

 After the Mexican-American war, the educational experience of Mexican and Mexican -American students was one of segregation, discrimination, and inequalities. Latina/o histories and funds of… (more)

Subjects/Keywords: Assimilation; Banking education; Culture of silence; Critical pedagogy; Empowering; Latina/o; Literature circles; Segregation; Social justice; Transformative

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APA (6th Edition):

Martínez, Manuel, a. 2. (2013). Literature circles : Latina/o students' daily experiences as part of the classroom curriculum. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24071

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):

Martínez, Manuel, active 2013. “Literature circles : Latina/o students' daily experiences as part of the classroom curriculum.” 2013. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/24071.

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

MLA Handbook (7th Edition):

Martínez, Manuel, active 2013. “Literature circles : Latina/o students' daily experiences as part of the classroom curriculum.” 2013. Web. 21 Feb 2019.

Vancouver:

Martínez, Manuel a2. Literature circles : Latina/o students' daily experiences as part of the classroom curriculum. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/24071.

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

Council of Science Editors:

Martínez, Manuel a2. Literature circles : Latina/o students' daily experiences as part of the classroom curriculum. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/24071

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


University of Texas – Austin

5. -3861-3702. Dejando mi hogar, llegue a casa : (re)migratory processes, (un)diasporic subjectivities, and indigenous cosmologies of homecoming.

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

 Through an autoethnographic approach, this research will aim to elucidate the conceptualizations of an (un)diasporic subjectivity in relation to (re)migration, home(coming), and indigenous and native-centered… (more)

Subjects/Keywords: Migration; Diaspora; Homecoming; Indigenous cosmologies; Autoethnography

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APA (6th Edition):

-3861-3702. (2018). Dejando mi hogar, llegue a casa : (re)migratory processes, (un)diasporic subjectivities, and indigenous cosmologies of homecoming. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68213

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

Chicago Manual of Style (16th Edition):

-3861-3702. “Dejando mi hogar, llegue a casa : (re)migratory processes, (un)diasporic subjectivities, and indigenous cosmologies of homecoming.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/68213.

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

MLA Handbook (7th Edition):

-3861-3702. “Dejando mi hogar, llegue a casa : (re)migratory processes, (un)diasporic subjectivities, and indigenous cosmologies of homecoming.” 2018. Web. 21 Feb 2019.

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

Vancouver:

-3861-3702. Dejando mi hogar, llegue a casa : (re)migratory processes, (un)diasporic subjectivities, and indigenous cosmologies of homecoming. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/68213.

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

Council of Science Editors:

-3861-3702. Dejando mi hogar, llegue a casa : (re)migratory processes, (un)diasporic subjectivities, and indigenous cosmologies of homecoming. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68213

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


University of Texas – Austin

6. Jackson, Linda Dolores Guardia. Becoming an activist Chicana teacher: a story of identity making of a Mexican American bilingual educator in Texas.

Degree: Curriculum and Instruction, 2009, University of Texas – Austin

 This person-centered ethnography focused on the ways one exemplary veteran Mexican American bilingual educator’s (MABE’s) cultural resources and professional experiences influenced her teaching practices. The… (more)

Subjects/Keywords: Bilingual education; Teacher narratives; Mexican American bilingual educators; Texas; Classroom observation; Chicana; Activist teachers

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

APA (6th Edition):

Jackson, L. D. G. (2009). Becoming an activist Chicana teacher: a story of identity making of a Mexican American bilingual educator in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/6709

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):

Jackson, Linda Dolores Guardia. “Becoming an activist Chicana teacher: a story of identity making of a Mexican American bilingual educator in Texas.” 2009. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/6709.

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

MLA Handbook (7th Edition):

Jackson, Linda Dolores Guardia. “Becoming an activist Chicana teacher: a story of identity making of a Mexican American bilingual educator in Texas.” 2009. Web. 21 Feb 2019.

Vancouver:

Jackson LDG. Becoming an activist Chicana teacher: a story of identity making of a Mexican American bilingual educator in Texas. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/6709.

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

Council of Science Editors:

Jackson LDG. Becoming an activist Chicana teacher: a story of identity making of a Mexican American bilingual educator in Texas. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/6709

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


University of Texas – Austin

7. -4629-1726. "Undocumented and unafraid" : an investigation into the political identities of college students in Texas.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 In 2001, Texas became the first state to pass legislation that permitted undocumented high school students to qualify as state residents for the purposes of… (more)

Subjects/Keywords: Undocumented; Texas; Identity; Immigrant; Student activism; Student advocacy; Citizenship; Aspirational; Policy; Activist research

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APA (6th Edition):

-4629-1726. (2016). "Undocumented and unafraid" : an investigation into the political identities of college students in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39392

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

Chicago Manual of Style (16th Edition):

-4629-1726. “"Undocumented and unafraid" : an investigation into the political identities of college students in Texas.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/39392.

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

MLA Handbook (7th Edition):

-4629-1726. “"Undocumented and unafraid" : an investigation into the political identities of college students in Texas.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-4629-1726. "Undocumented and unafraid" : an investigation into the political identities of college students in Texas. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/39392.

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

Council of Science Editors:

-4629-1726. "Undocumented and unafraid" : an investigation into the political identities of college students in Texas. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39392

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


University of Texas – Austin

8. Flores, Alma Itzé. Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university.

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

 The recent attacks on ethnic studies programs both in Arizona with house bill 2281 and locally at the University of Central Texas serve as an… (more)

Subjects/Keywords: Ethnic studies; Universities; Latinas in higher education; Hispanic American women; Chicana feminist theory; Mexican American studies; Latin American studies; United States; Minority students; Race and education; Biculturalism; Bicultural students

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APA (6th Edition):

Flores, A. I. (2011). Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3564

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):

Flores, Alma Itzé. “Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3564.

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

MLA Handbook (7th Edition):

Flores, Alma Itzé. “Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university.” 2011. Web. 21 Feb 2019.

Vancouver:

Flores AI. Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3564.

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

Council of Science Editors:

Flores AI. Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3564

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


University of Texas – Austin

9. Del Real Viramontes, José Reyes. Exploring the cultural production of the transfer receptive culture by Latina/o/x community college transfer students at a predominantly White institution in Texas.

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

 In Texas, 42% of Latina/o/x undergraduate students enroll in community colleges. Unfortunately, only 20% of Latina/o/x students who begin their post-secondary education at a Texas(more)

Subjects/Keywords: Latina/o/x community college transfer students

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APA (6th Edition):

Del Real Viramontes, J. R. (2018). Exploring the cultural production of the transfer receptive culture by Latina/o/x community college transfer students at a predominantly White institution in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65688

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):

Del Real Viramontes, José Reyes. “Exploring the cultural production of the transfer receptive culture by Latina/o/x community college transfer students at a predominantly White institution in Texas.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/65688.

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

MLA Handbook (7th Edition):

Del Real Viramontes, José Reyes. “Exploring the cultural production of the transfer receptive culture by Latina/o/x community college transfer students at a predominantly White institution in Texas.” 2018. Web. 21 Feb 2019.

Vancouver:

Del Real Viramontes JR. Exploring the cultural production of the transfer receptive culture by Latina/o/x community college transfer students at a predominantly White institution in Texas. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/65688.

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

Council of Science Editors:

Del Real Viramontes JR. Exploring the cultural production of the transfer receptive culture by Latina/o/x community college transfer students at a predominantly White institution in Texas. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65688

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


University of Texas – Austin

10. Soon, Kokyung. Examining ethnic identity and stereotypes of American-raised Chinese undergraduates in Texas.

Degree: Educational Psychology, 2010, University of Texas – Austin

 Although there have been many studies focusing on Asian Americans’ ethnic identity and the stereotypes associated with them, little is known about how Asian Americans… (more)

Subjects/Keywords: American-raised Chinese; Ethnic identity; Stereotype; Self impersonation; Agency; Texas

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APA (6th Edition):

Soon, K. (2010). Examining ethnic identity and stereotypes of American-raised Chinese undergraduates in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1121

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):

Soon, Kokyung. “Examining ethnic identity and stereotypes of American-raised Chinese undergraduates in Texas.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1121.

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

MLA Handbook (7th Edition):

Soon, Kokyung. “Examining ethnic identity and stereotypes of American-raised Chinese undergraduates in Texas.” 2010. Web. 21 Feb 2019.

Vancouver:

Soon K. Examining ethnic identity and stereotypes of American-raised Chinese undergraduates in Texas. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1121.

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

Council of Science Editors:

Soon K. Examining ethnic identity and stereotypes of American-raised Chinese undergraduates in Texas. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1121

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


University of Texas – Austin

11. Carrillo, Juan Fernando. So far from home : portraits of Mexican-origin scholarship boys.

Degree: Curriculum and Instruction, 2010, University of Texas – Austin

 Utilizing elements of Lightfoot and Davis’s (1997) portraiture method and life history interviews, this qualitative research study explores the portraits of four Mexican-origin scholarship boys.… (more)

Subjects/Keywords: Latinos; Higher education; Philosophy of education; Curriculum and instruction; Cultural studies; Masculinity; Gifted education; Race, class, and gender; Identity

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APA (6th Edition):

Carrillo, J. F. (2010). So far from home : portraits of Mexican-origin scholarship boys. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-848

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):

Carrillo, Juan Fernando. “So far from home : portraits of Mexican-origin scholarship boys.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-848.

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

MLA Handbook (7th Edition):

Carrillo, Juan Fernando. “So far from home : portraits of Mexican-origin scholarship boys.” 2010. Web. 21 Feb 2019.

Vancouver:

Carrillo JF. So far from home : portraits of Mexican-origin scholarship boys. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-848.

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

Council of Science Editors:

Carrillo JF. So far from home : portraits of Mexican-origin scholarship boys. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-848

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


University of Texas – Austin

12. Chang-Ross, Aurora. Racial queer : multiracial college students at the intersection of identity, education and agency.

Degree: Curriculum and Instruction, 2010, University of Texas – Austin

 Racial Queer is a qualitative study of Multiracial college students with a critical ethnographic component. The design methods, grounded in Critical Race Methodology and Feminist… (more)

Subjects/Keywords: Multiracial college students; Identity; Education; Agency; Mixed race; Queer Theory; Chicana Feminist Theory; Figured worlds; Identity production; College students

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

APA (6th Edition):

Chang-Ross, A. (2010). Racial queer : multiracial college students at the intersection of identity, education and agency. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1091

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

Chicago Manual of Style (16th Edition):

Chang-Ross, Aurora. “Racial queer : multiracial college students at the intersection of identity, education and agency.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1091.

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

MLA Handbook (7th Edition):

Chang-Ross, Aurora. “Racial queer : multiracial college students at the intersection of identity, education and agency.” 2010. Web. 21 Feb 2019.

Vancouver:

Chang-Ross A. Racial queer : multiracial college students at the intersection of identity, education and agency. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1091.

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

Council of Science Editors:

Chang-Ross A. Racial queer : multiracial college students at the intersection of identity, education and agency. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1091

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


University of Texas – Austin

13. -3407-0608. The complexity of Latino male bilingual teachers’ experiences.

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

APA (6th Edition):

-3407-0608. (2015). The complexity of Latino male bilingual teachers’ experiences. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-3407-0608. “The complexity of Latino male bilingual teachers’ experiences.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/32599.

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

MLA Handbook (7th Edition):

-3407-0608. “The complexity of Latino male bilingual teachers’ experiences.” 2015. Web. 21 Feb 2019.

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] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-3407-0608. The complexity of Latino male bilingual teachers’ experiences. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation

14. Kim, Seon-Young. The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students.

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

 This ethnographic narrative study explored the agent negotiation process of teachers with regards to their sociocultural identities. This study drew from two theoretical frameworks: social… (more)

Subjects/Keywords: Teachers sociocultural identity; Critical multiculturalism

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

APA (6th Edition):

Kim, S. (2014). The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/38630

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

Chicago Manual of Style (16th Edition):

Kim, Seon-Young. “The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/38630.

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

MLA Handbook (7th Edition):

Kim, Seon-Young. “The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students.” 2014. Web. 21 Feb 2019.

Vancouver:

Kim S. The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/38630.

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

Council of Science Editors:

Kim S. The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/38630

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


University of Texas – Austin

15. -8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This doctoral project focuses on exploring how critical drama-based pedagogical techniques in the development of future bilingual teachers can prepare them to become leaders and… (more)

Subjects/Keywords: Bilingual education; Pre-service teacher education; Advocacy; Translanguaging; Drama-based pedagogy; Critical pedagogy discourse analysis; Performance ethnography; Participatory action research

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

APA (6th Edition):

-8730-416X. (2016). Performing the advocate bilingual teacher : drama-based interventions for future story-making. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/38740

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

Chicago Manual of Style (16th Edition):

-8730-416X. “Performing the advocate bilingual teacher : drama-based interventions for future story-making.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/38740.

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

MLA Handbook (7th Edition):

-8730-416X. “Performing the advocate bilingual teacher : drama-based interventions for future story-making.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/38740.

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

Council of Science Editors:

-8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/38740

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


University of Texas – Austin

16. Reyes, Ganiva. There’s more to their story : portraits about the everyday classroom lives of Mexican-origin teen mothers at an alternative school.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 There’s more to their story is a qualitative study that examines the pedagogical interactions of care and support that unfold between teachers and students within… (more)

Subjects/Keywords: Teen mothers; Mothering students; Pedagogy; Teacher education; Gender; Feminist; Culturally relevant teaching

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

APA (6th Edition):

Reyes, G. (2016). There’s more to their story : portraits about the everyday classroom lives of Mexican-origin teen mothers at an alternative school. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39702

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):

Reyes, Ganiva. “There’s more to their story : portraits about the everyday classroom lives of Mexican-origin teen mothers at an alternative school.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/39702.

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

MLA Handbook (7th Edition):

Reyes, Ganiva. “There’s more to their story : portraits about the everyday classroom lives of Mexican-origin teen mothers at an alternative school.” 2016. Web. 21 Feb 2019.

Vancouver:

Reyes G. There’s more to their story : portraits about the everyday classroom lives of Mexican-origin teen mothers at an alternative school. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/39702.

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

Council of Science Editors:

Reyes G. There’s more to their story : portraits about the everyday classroom lives of Mexican-origin teen mothers at an alternative school. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39702

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


University of Texas – Austin

17. -2850-7298. DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This qualitative study examines the educational, professional, and life trajectories of twenty Latina/o Deferred Action for Childhood Arrivals (DACA) beneficiaries pursuing careers as educators. The… (more)

Subjects/Keywords: DACA; Teachers; Undocumented students

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APA (6th Edition):

-2850-7298. (2016). DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/40332

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

Chicago Manual of Style (16th Edition):

-2850-7298. “DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/40332.

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

MLA Handbook (7th Edition):

-2850-7298. “DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-2850-7298. DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/40332.

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

Council of Science Editors:

-2850-7298. DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/40332

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


University of Texas – Austin

18. -7534-0275. Come, let's wrestle : language and the struggle for authority in online Persian social networking sites.

Degree: Middle Eastern Studies, 2016, University of Texas – Austin

 This dissertation builds on prior scholarship in linguistic anthropological studies of performance to examine transnational spaces in online social networks where members of the Iranian… (more)

Subjects/Keywords: Language ideologies; Performance; Social networking sites; Virtual diaspora

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APA (6th Edition):

-7534-0275. (2016). Come, let's wrestle : language and the struggle for authority in online Persian social networking sites. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41625

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

Chicago Manual of Style (16th Edition):

-7534-0275. “Come, let's wrestle : language and the struggle for authority in online Persian social networking sites.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/41625.

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

MLA Handbook (7th Edition):

-7534-0275. “Come, let's wrestle : language and the struggle for authority in online Persian social networking sites.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-7534-0275. Come, let's wrestle : language and the struggle for authority in online Persian social networking sites. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/41625.

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

Council of Science Editors:

-7534-0275. Come, let's wrestle : language and the struggle for authority in online Persian social networking sites. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41625

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


University of Texas – Austin

19. Illescas-Glascock, Maria Luisa. Negotiating and producing teacher abroad identities : overseas teachers in an American school in China.

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

 This dissertation is a critical ethnography of teachers working abroad in an American/International school (ASC/pseudonym) located in the People’s Republic of China. The study focuses… (more)

Subjects/Keywords: Teachers abroad; International schools; Overseas teachers; Teacher identity; Teachers, Foreign – Employment; American teachers

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APA (6th Edition):

Illescas-Glascock, M. L. (2011). Negotiating and producing teacher abroad identities : overseas teachers in an American school in China. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3099

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):

Illescas-Glascock, Maria Luisa. “Negotiating and producing teacher abroad identities : overseas teachers in an American school in China.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3099.

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

MLA Handbook (7th Edition):

Illescas-Glascock, Maria Luisa. “Negotiating and producing teacher abroad identities : overseas teachers in an American school in China.” 2011. Web. 21 Feb 2019.

Vancouver:

Illescas-Glascock ML. Negotiating and producing teacher abroad identities : overseas teachers in an American school in China. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3099.

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

Council of Science Editors:

Illescas-Glascock ML. Negotiating and producing teacher abroad identities : overseas teachers in an American school in China. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3099

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


University of Texas – Austin

20. Jefferson, Jennifer Elizabeth. "It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context.

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

 My dissertation, “‘It’s like I can be myself here’: Adolescent identity and agency in an arts-based out-of-school program” is a three-year post-critical ethnographic study (Noblit,… (more)

Subjects/Keywords: Cultural studies in education; Out-of-school learning; Youth studies; Identity; Agency

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APA (6th Edition):

Jefferson, J. E. (2011). "It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3282

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):

Jefferson, Jennifer Elizabeth. “"It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3282.

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

MLA Handbook (7th Edition):

Jefferson, Jennifer Elizabeth. “"It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context.” 2011. Web. 21 Feb 2019.

Vancouver:

Jefferson JE. "It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3282.

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

Council of Science Editors:

Jefferson JE. "It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3282

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


University of Texas – Austin

21. Batz, Giovanni. The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala.

Degree: Anthropology, 2017, University of Texas – Austin

 With an increasing global demand for natural resources and the predominance of neoliberalism in Latin America, there has been a growing presence of foreign companies,… (more)

Subjects/Keywords: Ixil; Maya; Resistance; Development; Megaprojects; Guatemala; Extractivism; Displacement

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APA (6th Edition):

Batz, G. (2017). The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62966

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):

Batz, Giovanni. “The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/62966.

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

MLA Handbook (7th Edition):

Batz, Giovanni. “The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala.” 2017. Web. 21 Feb 2019.

Vancouver:

Batz G. The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/62966.

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

Council of Science Editors:

Batz G. The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62966

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


University of Texas – Austin

22. Johnson, Marcus Wayne. “There’s nothing wrong with doing something good” : a phenomenological study of early elementary black males’ understanding of heroes, role models and citizenship.

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

 The educational and social condition of many students, in particular that of African American males, continues to be a concern and draws the attention of… (more)

Subjects/Keywords: Role models; Heroes; Citizenship; Popular culture; Elementary education; Black male childhood; Urban education

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APA (6th Edition):

Johnson, M. W. (2018). “There’s nothing wrong with doing something good” : a phenomenological study of early elementary black males’ understanding of heroes, role models and citizenship. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63339

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

Chicago Manual of Style (16th Edition):

Johnson, Marcus Wayne. ““There’s nothing wrong with doing something good” : a phenomenological study of early elementary black males’ understanding of heroes, role models and citizenship.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63339.

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

MLA Handbook (7th Edition):

Johnson, Marcus Wayne. ““There’s nothing wrong with doing something good” : a phenomenological study of early elementary black males’ understanding of heroes, role models and citizenship.” 2018. Web. 21 Feb 2019.

Vancouver:

Johnson MW. “There’s nothing wrong with doing something good” : a phenomenological study of early elementary black males’ understanding of heroes, role models and citizenship. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63339.

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

Council of Science Editors:

Johnson MW. “There’s nothing wrong with doing something good” : a phenomenological study of early elementary black males’ understanding of heroes, role models and citizenship. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63339

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


University of Texas – Austin

23. -0523-4864. Making meaning of community : a multi-case study of three urban, middle-school teachers.

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

 In response to a widespread use of the term, “community,” within the field of education, and foundational use of the notion within critical, anti-deficit approaches… (more)

Subjects/Keywords: Community; Culturally relevant pedagogy; Critical human geography; Critical pedagogy; Middle grades; Secondary education; Urban education

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

APA (6th Edition):

-0523-4864. (2018). Making meaning of community : a multi-case study of three urban, middle-school teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63354

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

Chicago Manual of Style (16th Edition):

-0523-4864. “Making meaning of community : a multi-case study of three urban, middle-school teachers.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63354.

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

MLA Handbook (7th Edition):

-0523-4864. “Making meaning of community : a multi-case study of three urban, middle-school teachers.” 2018. Web. 21 Feb 2019.

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

Vancouver:

-0523-4864. Making meaning of community : a multi-case study of three urban, middle-school teachers. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63354.

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

Council of Science Editors:

-0523-4864. Making meaning of community : a multi-case study of three urban, middle-school teachers. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63354

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


University of Texas – Austin

24. -9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.

Degree: Special Education, 2018, University of Texas – Austin

 While there is a significant amount of research centered around minority youth and their barriers toward transition back into a traditional school setting, the research… (more)

Subjects/Keywords: Disabilities; Transition

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

APA (6th Edition):

-9750-1562. (2018). Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/64105

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

Chicago Manual of Style (16th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/64105.

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

MLA Handbook (7th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Web. 21 Feb 2019.

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

Vancouver:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/64105.

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

Council of Science Editors:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/64105

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


University of Texas – Austin

25. Nuñez, Idalia, Ph. D. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.

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

 This dissertation research interprets the results of a multiple case study focused on the everyday language and literacy practices of transfronterizo children—children who experience life… (more)

Subjects/Keywords: Transfronterizo; Literacies of surveillance; Bilingualism

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APA (6th Edition):

Nuñez, Idalia, P. D. (2018). Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65982

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):

Nuñez, Idalia, Ph D. “Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/65982.

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

MLA Handbook (7th Edition):

Nuñez, Idalia, Ph D. “Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.” 2018. Web. 21 Feb 2019.

Vancouver:

Nuñez, Idalia PD. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/65982.

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

Council of Science Editors:

Nuñez, Idalia PD. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65982

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


University of Texas – Austin

26. Kwon, Yi Jeong. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

 Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s… (more)

Subjects/Keywords: Korean immigrant parents; Empowerment; Parental involvement; Parental involvement; School involvement

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APA (6th Edition):

Kwon, Y. J. (2012). Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5742

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):

Kwon, Yi Jeong. “Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

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

MLA Handbook (7th Edition):

Kwon, Yi Jeong. “Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.” 2012. Web. 21 Feb 2019.

Vancouver:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

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

Council of Science Editors:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742

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


University of Texas – Austin

27. Lisboa de Sousa, Andréia. Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil.

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

 This study is based on Black female high school teachers’ experiences in Salvador, Bahia/Brazil, as they have adopted African Diasporic curricula and attempted to install… (more)

Subjects/Keywords: Education and curriculum; Teaching practices; African diaspora; Gender studies; Black female high school teachers; Salvador; Bahia; Brazil; African diasporic curricula; Black liberatory practices; Educational activism; Brazilian curricula reform; Low-income schools; Quilombo High; Low-income students; Counter-hegemonic teaching practices

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

APA (6th Edition):

Lisboa de Sousa, A. (2014). Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46501

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):

Lisboa de Sousa, Andréia. “Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/46501.

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

MLA Handbook (7th Edition):

Lisboa de Sousa, Andréia. “Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil.” 2014. Web. 21 Feb 2019.

Vancouver:

Lisboa de Sousa A. Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/46501.

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

Council of Science Editors:

Lisboa de Sousa A. Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/46501

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


University of Texas – Austin

28. -8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.

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

 This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about… (more)

Subjects/Keywords: School discipline; Discipline gap; Urban education; School-to-prison pipeline; Student-teacher relationships; Intersectionality; Culturally relevant pedagogy

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APA (6th Edition):

-8009-6070. (2017). Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60448

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

Chicago Manual of Style (16th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/60448.

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

MLA Handbook (7th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Web. 21 Feb 2019.

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

Vancouver:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/60448.

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

Council of Science Editors:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60448

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

29. Sacchi, Fabiana Andrea. Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners.

Degree: Foreign Language Education, 2014, University of Texas – Austin

 For the past 30 years, researchers in the field of Second Language Acquisition (Block, 2007; Lantolf and Pavlenko, 2001; Norton, 2000) have emphasized the need… (more)

Subjects/Keywords: Language learning; Second language acquisition; Identity; Agency; Investment; Adult ESL; Hispanic immigrants; Latino immigrants; Figured worlds

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

APA (6th Edition):

Sacchi, F. A. (2014). Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24748

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):

Sacchi, Fabiana Andrea. “Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/24748.

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

MLA Handbook (7th Edition):

Sacchi, Fabiana Andrea. “Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners.” 2014. Web. 21 Feb 2019.

Vancouver:

Sacchi FA. Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/24748.

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

Council of Science Editors:

Sacchi FA. Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/24748

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

30. Saldivar, Jose L. Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience.

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

 This dissertation examines the educational journey of a Chicano educator; from his early experiences with colonization while growing up in the Rio Grande Valley of… (more)

Subjects/Keywords: Decolonization; Latina/o education; Retention; Critical race theory; Latino critical theory; Borderlands theory

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

APA (6th Edition):

Saldivar, J. L. (2014). Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24749

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):

Saldivar, Jose L. “Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/24749.

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

MLA Handbook (7th Edition):

Saldivar, Jose L. “Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience.” 2014. Web. 21 Feb 2019.

Vancouver:

Saldivar JL. Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/24749.

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

Council of Science Editors:

Saldivar JL. Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/24749

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

[1] [2]

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