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You searched for +publisher:"University of Texas – Austin" +contributor:("Urrieta, Luis"). Showing records 1 – 30 of 52 total matches.

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University of Texas – Austin

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

Degree: MA, 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

LaFuente, Henry Clint. “The intricate practices of critically conscious K-12 teachers.” 2018. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/68625.

MLA Handbook (7th Edition):

LaFuente, Henry Clint. “The intricate practices of critically conscious K-12 teachers.” 2018. Web. 24 Jan 2021.

Vancouver:

LaFuente HC. The intricate practices of critically conscious K-12 teachers. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/68625.

Council of Science Editors:

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


University of Texas – Austin

2. 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: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25088

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/25088.

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. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/25088.

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. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25088


University of Texas – Austin

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

Degree: MEd, 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. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24071

Chicago Manual of Style (16th Edition):

Martínez, Manuel, active 2013. “Literature circles : Latina/o students' daily experiences as part of the classroom curriculum.” 2013. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/24071.

MLA Handbook (7th Edition):

Martínez, Manuel, active 2013. “Literature circles : Latina/o students' daily experiences as part of the classroom curriculum.” 2013. Web. 24 Jan 2021.

Vancouver:

Martínez, Manuel a2. Literature circles : Latina/o students' daily experiences as part of the classroom curriculum. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/24071.

Council of Science Editors:

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


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25039

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/25039.

MLA Handbook (7th Edition):

Zavala, Corina Raquel. “Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas.” 2014. Web. 24 Jan 2021.

Vancouver:

Zavala CR. Crystal City women's reflections and stories of the Chicano movement in Crystal City, Texas. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/25039.

Council of Science Editors:

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


University of Texas – Austin

5. -4629-1726. "Undocumented and unafraid" : an investigation into the political identities of college students in Texas.

Degree: MA, 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. (Masters 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

Chicago Manual of Style (16th Edition):

-4629-1726. “"Undocumented and unafraid" : an investigation into the political identities of college students in Texas.” 2016. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/39392.

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

MLA Handbook (7th Edition):

-4629-1726. “"Undocumented and unafraid" : an investigation into the political identities of college students in Texas.” 2016. Web. 24 Jan 2021.

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] [Masters thesis]. University of Texas – Austin; 2016. [cited 2021 Jan 24]. 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

Council of Science Editors:

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


University of Texas – Austin

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

Degree: MA, 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. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3564

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. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3564.

MLA Handbook (7th Edition):

Flores, Alma Itzé. “Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university.” 2011. Web. 24 Jan 2021.

Vancouver:

Flores AI. Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3564.

Council of Science Editors:

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


University of Texas – Austin

7. -6939-3509. Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association.

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

 This dissertation examines the process of identity and agency construction of bilingual teachers by exploring the experiences of three activist maestras involved in a teachers’… (more)

Subjects/Keywords: Identity; Agency; Teacher; Activist; Chicana

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APA (6th Edition):

-6939-3509. (2019). Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3085

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

Chicago Manual of Style (16th Edition):

-6939-3509. “Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://dx.doi.org/10.26153/tsw/3085.

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

MLA Handbook (7th Edition):

-6939-3509. “Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association.” 2019. Web. 24 Jan 2021.

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

Vancouver:

-6939-3509. Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Jan 24]. Available from: http://dx.doi.org/10.26153/tsw/3085.

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

Council of Science Editors:

-6939-3509. Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3085

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


University of Texas – Austin

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

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 January 24, 2021. 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. 24 Jan 2021.

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 2021 Jan 24]. 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

9. -8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making.

Degree: PhD, 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 (6th Edition):

-8730-416X. (2016). Performing the advocate bilingual teacher : drama-based interventions for future story-making. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-8730-416X. “Performing the advocate bilingual teacher : drama-based interventions for future story-making.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/38740.

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

MLA Handbook (7th Edition):

-8730-416X. “Performing the advocate bilingual teacher : drama-based interventions for future story-making.” 2016. Web. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Jan 24]. 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

Council of Science Editors:

-8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making. [Doctoral Dissertation]. 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


University of Texas – Austin

10. -7534-0275. Come, let's wrestle : language and the struggle for authority in online Persian social networking sites.

Degree: PhD, Middle Eastern languages and cultures, 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. (Doctoral Dissertation). 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

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/41625.

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

MLA Handbook (7th Edition):

-7534-0275. “Come, let's wrestle : language and the struggle for authority in online Persian social networking sites.” 2016. Web. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Jan 24]. 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

Council of Science Editors:

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

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/38630

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/38630.

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. 24 Jan 2021.

Vancouver:

Kim S. The negotiation of sociocultural identities of elementary-school teachers in South Korea through teaching with multicultural background students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/38630.

Council of Science Editors:

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


University of Texas – Austin

12. 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 January 24, 2021. 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. 24 Jan 2021.

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 2021 Jan 24]. 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

13. -0523-4864. Making meaning of community : a multi-case study of three urban, middle-school teachers.

Degree: PhD, 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 (6th Edition):

-0523-4864. (2018). Making meaning of community : a multi-case study of three urban, middle-school teachers. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-0523-4864. “Making meaning of community : a multi-case study of three urban, middle-school teachers.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/63354.

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

MLA Handbook (7th Edition):

-0523-4864. “Making meaning of community : a multi-case study of three urban, middle-school teachers.” 2018. Web. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 24]. 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

Council of Science Editors:

-0523-4864. Making meaning of community : a multi-case study of three urban, middle-school teachers. [Doctoral Dissertation]. 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


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62966

Chicago Manual of Style (16th Edition):

Batz, Giovanni. “The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/62966.

MLA Handbook (7th Edition):

Batz, Giovanni. “The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala.” 2017. Web. 24 Jan 2021.

Vancouver:

Batz G. The fourth invasion : development, Ixil-Maya resistance, and the struggle against megaprojects in Guatemala. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/62966.

Council of Science Editors:

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

15. Diaz, Omar Oscar. ‘Indican’ college resiliency experiences in higher education : how discrepancy narratives in the 13th grade influence academic trajectories for Indigenous/Mexican students in a border city community college.

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

 This investigation presents a semester long study that explores the experiences, perspectives, and approaches of 7 Indican participants, termed in this study as one whom… (more)

Subjects/Keywords: Academic resiliency; First year experience; Identity formation; Indigenous hybridity; Bilingualism

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APA (6th Edition):

Diaz, O. O. (2019). ‘Indican’ college resiliency experiences in higher education : how discrepancy narratives in the 13th grade influence academic trajectories for Indigenous/Mexican students in a border city community college. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3305

Chicago Manual of Style (16th Edition):

Diaz, Omar Oscar. “‘Indican’ college resiliency experiences in higher education : how discrepancy narratives in the 13th grade influence academic trajectories for Indigenous/Mexican students in a border city community college.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://dx.doi.org/10.26153/tsw/3305.

MLA Handbook (7th Edition):

Diaz, Omar Oscar. “‘Indican’ college resiliency experiences in higher education : how discrepancy narratives in the 13th grade influence academic trajectories for Indigenous/Mexican students in a border city community college.” 2019. Web. 24 Jan 2021.

Vancouver:

Diaz OO. ‘Indican’ college resiliency experiences in higher education : how discrepancy narratives in the 13th grade influence academic trajectories for Indigenous/Mexican students in a border city community college. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Jan 24]. Available from: http://dx.doi.org/10.26153/tsw/3305.

Council of Science Editors:

Diaz OO. ‘Indican’ college resiliency experiences in higher education : how discrepancy narratives in the 13th grade influence academic trajectories for Indigenous/Mexican students in a border city community college. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3305


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3282

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3282.

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. 24 Jan 2021.

Vancouver:

Jefferson JE. "It's like I can be myself here" : adolescent identity and agency in an arts-based out-of-school context. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3282.

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. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3282


University of Texas – Austin

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

Degree: PhD, 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 (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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39702

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/39702.

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. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/39702.

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. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39702


University of Texas – Austin

18. 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: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63339

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/63339.

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. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/63339.

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. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63339


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3099

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3099.

MLA Handbook (7th Edition):

Illescas-Glascock, Maria Luisa. “Negotiating and producing teacher abroad identities : overseas teachers in an American school in China.” 2011. Web. 24 Jan 2021.

Vancouver:

Illescas-Glascock ML. Negotiating and producing teacher abroad identities : overseas teachers in an American school in China. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3099.

Council of Science Editors:

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


University of Texas – Austin

20. -2850-7298. DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators.

Degree: PhD, 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. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-2850-7298. “DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/40332.

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

MLA Handbook (7th Edition):

-2850-7298. “DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators.” 2016. Web. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Jan 24]. 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

Council of Science Editors:

-2850-7298. DACAmented educators : the educational, professional, and life trajectories of undocumented pre- and in-service educators. [Doctoral Dissertation]. 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


University of Texas – Austin

21. -9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.

Degree: PhD, 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 (6th Edition):

-9750-1562. (2018). Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/64105.

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

MLA Handbook (7th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Web. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 24]. 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

Council of Science Editors:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Doctoral Dissertation]. 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


University of Texas – Austin

22. -8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.

Degree: PhD, 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. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/60448.

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

MLA Handbook (7th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Web. 24 Jan 2021.

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] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 24]. 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

Council of Science Editors:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Doctoral Dissertation]. 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


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5742

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

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. 24 Jan 2021.

Vancouver:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2012. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

Council of Science Editors:

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


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65982

Chicago Manual of Style (16th Edition):

Nuñez, Idalia, Ph D. “Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/65982.

MLA Handbook (7th Edition):

Nuñez, Idalia, Ph D. “Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.” 2018. Web. 24 Jan 2021.

Vancouver:

Nuñez, Idalia PD. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/65982.

Council of Science Editors:

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

25. Del Real Viramontes, José Reyes. Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s.

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

 In Texas, the majority of first time college students use the community college as an entry point into higher education. However the number of students… (more)

Subjects/Keywords: Community college students; Transfer receptive culture; Public four-year universities

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APA (6th Edition):

Del Real Viramontes, J. R. (2014). Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28263

Chicago Manual of Style (16th Edition):

Del Real Viramontes, José Reyes. “Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s.” 2014. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/28263.

MLA Handbook (7th Edition):

Del Real Viramontes, José Reyes. “Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s.” 2014. Web. 24 Jan 2021.

Vancouver:

Del Real Viramontes JR. Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/28263.

Council of Science Editors:

Del Real Viramontes JR. Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28263

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

Degree: PhD, 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 (6th Edition):

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

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/24749.

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. 24 Jan 2021.

Vancouver:

Saldivar JL. Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/24749.

Council of Science Editors:

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

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

Degree: PhD, 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 (6th Edition):

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

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. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/24748.

MLA Handbook (7th Edition):

Sacchi, Fabiana Andrea. “Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners.” 2014. Web. 24 Jan 2021.

Vancouver:

Sacchi FA. Language learning, identity, and agency : a multiple case study of adult Hispanic English language learners. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/24748.

Council of Science Editors:

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

28. -0365-7038. Yana wana is life : decolonizing our connection with Mother Earth through memory and reflection.

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

 This textual water ceremony is guided by the memories and reflections of encounters with Yana wana, an Indigenous name for water in Central Texas. By… (more)

Subjects/Keywords: Thinking with water; Indigenous knowledge(s); Decolonizing methodologies; Critical place inquiry; Education

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APA (6th Edition):

-0365-7038. (2019). Yana wana is life : decolonizing our connection with Mother Earth through memory and reflection. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1421

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

Chicago Manual of Style (16th Edition):

-0365-7038. “Yana wana is life : decolonizing our connection with Mother Earth through memory and reflection.” 2019. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://dx.doi.org/10.26153/tsw/1421.

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

MLA Handbook (7th Edition):

-0365-7038. “Yana wana is life : decolonizing our connection with Mother Earth through memory and reflection.” 2019. Web. 24 Jan 2021.

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

Vancouver:

-0365-7038. Yana wana is life : decolonizing our connection with Mother Earth through memory and reflection. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2021 Jan 24]. Available from: http://dx.doi.org/10.26153/tsw/1421.

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

Council of Science Editors:

-0365-7038. Yana wana is life : decolonizing our connection with Mother Earth through memory and reflection. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1421

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

29. Godinez Ruiz, Dolores Elizabeth. Latino children of immigrants : identity formation at the intersection of residency status.

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

 This qualitative study addresses the interrelation of residency status, ethnic identity formation and schooling among young children of immigrants from Mexico and Central America in… (more)

Subjects/Keywords: Immigrants; Children of immigrants; Undocumented; Legal status; Mexico; Central America; Documented status

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APA (6th Edition):

Godinez Ruiz, D. E. (2013). Latino children of immigrants : identity formation at the intersection of residency status. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23102

Chicago Manual of Style (16th Edition):

Godinez Ruiz, Dolores Elizabeth. “Latino children of immigrants : identity formation at the intersection of residency status.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/23102.

MLA Handbook (7th Edition):

Godinez Ruiz, Dolores Elizabeth. “Latino children of immigrants : identity formation at the intersection of residency status.” 2013. Web. 24 Jan 2021.

Vancouver:

Godinez Ruiz DE. Latino children of immigrants : identity formation at the intersection of residency status. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/23102.

Council of Science Editors:

Godinez Ruiz DE. Latino children of immigrants : identity formation at the intersection of residency status. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23102

30. Rodriguez, Liliana Velázquez. Undocumented students and access to higher education : a comparative study by selected states.

Degree: MA, Mexican American Studies, 2012, University of Texas – Austin

 It is estimated that approximately 65,000 undocumented students graduate from U.S. high schools every year across the United States. However, only five to ten percent… (more)

Subjects/Keywords: Undocumented students; In-state tuiton; Higher education

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

APA (6th Edition):

Rodriguez, L. V. (2012). Undocumented students and access to higher education : a comparative study by selected states. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5474

Chicago Manual of Style (16th Edition):

Rodriguez, Liliana Velázquez. “Undocumented students and access to higher education : a comparative study by selected states.” 2012. Masters Thesis, University of Texas – Austin. Accessed January 24, 2021. http://hdl.handle.net/2152/ETD-UT-2012-05-5474.

MLA Handbook (7th Edition):

Rodriguez, Liliana Velázquez. “Undocumented students and access to higher education : a comparative study by selected states.” 2012. Web. 24 Jan 2021.

Vancouver:

Rodriguez LV. Undocumented students and access to higher education : a comparative study by selected states. [Internet] [Masters thesis]. University of Texas – Austin; 2012. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5474.

Council of Science Editors:

Rodriguez LV. Undocumented students and access to higher education : a comparative study by selected states. [Masters Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5474

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