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You searched for +publisher:"University of Toronto" +contributor:("Curriculum, Teaching and Learning"). Showing records 1 – 30 of 516 total matches.

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1. Macchione, Jacqueline Elizabeth. Searching out Loud Together: Reflections from a Faculty Learning Circle.

Degree: 2014, University of Toronto

This qualitative study explored the experiences and reflections of nine part-time and newly hired College educators who agreed to participate in the development of a… (more)

Subjects/Keywords: college faculty; learning circle; professional development; teacher learning; professional growth; teacher identity; 0275

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APA (6th Edition):

Macchione, J. E. (2014). Searching out Loud Together: Reflections from a Faculty Learning Circle. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67114

Chicago Manual of Style (16th Edition):

Macchione, Jacqueline Elizabeth. “Searching out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/67114.

MLA Handbook (7th Edition):

Macchione, Jacqueline Elizabeth. “Searching out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Web. 25 Apr 2019.

Vancouver:

Macchione JE. Searching out Loud Together: Reflections from a Faculty Learning Circle. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/67114.

Council of Science Editors:

Macchione JE. Searching out Loud Together: Reflections from a Faculty Learning Circle. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67114

2. Bing, Alex Chenyu. Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape, 1870-1970.

Degree: 2015, University of Toronto

This thesis is part of a larger project to sketch a history of how the science, technology, engineering, and math (STEM) subjects were structured in… (more)

Subjects/Keywords: career counseling; child-centred pedagogy; history of education; military-industrial complex; progressive education; science education; 0520

…1947. University of Toronto Press, 2007. 7 interest – scientific view of education itself… …the Gendering of Canada's Welfare State, 1939-1947. University of Toronto Press, 2007… …University of Toronto Press, 1972. 23 25 the different subjects; second is a tendency at times… …accused the University of Toronto for having a curriculum “overloaded with classics at the… …University of Toronto Press, 1960. 53 ibid, p65 26 around the 1910s, “science” was at times… 

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APA (6th Edition):

Bing, A. C. (2015). Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape, 1870-1970. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69074

Chicago Manual of Style (16th Edition):

Bing, Alex Chenyu. “Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape, 1870-1970.” 2015. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/69074.

MLA Handbook (7th Edition):

Bing, Alex Chenyu. “Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape, 1870-1970.” 2015. Web. 25 Apr 2019.

Vancouver:

Bing AC. Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape, 1870-1970. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/69074.

Council of Science Editors:

Bing AC. Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape, 1870-1970. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69074

3. Alghamdi, Dalia Jamal. The Effect of using Book Clubs to Improve Literacy and Build a Learning Community Among Under-performing Elementary Students.

Degree: 2011, University of Toronto

Although literature has extensively documented the stereotypes of developing learning communities in schools through book clubs— especially to improve literacy— little is revealed about varied… (more)

Subjects/Keywords: Saudi Arabia; Literacy; under-performing students; elementary; reading; writing; learning community; identity; authentic dialogue; academic performance; book clubs; 0524; 0532; 0279

…study abroad. Starting at OISE. I applied and was accepted at OISE/University of Toronto. This… 

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APA (6th Edition):

Alghamdi, D. J. (2011). The Effect of using Book Clubs to Improve Literacy and Build a Learning Community Among Under-performing Elementary Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32168

Chicago Manual of Style (16th Edition):

Alghamdi, Dalia Jamal. “The Effect of using Book Clubs to Improve Literacy and Build a Learning Community Among Under-performing Elementary Students.” 2011. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/32168.

MLA Handbook (7th Edition):

Alghamdi, Dalia Jamal. “The Effect of using Book Clubs to Improve Literacy and Build a Learning Community Among Under-performing Elementary Students.” 2011. Web. 25 Apr 2019.

Vancouver:

Alghamdi DJ. The Effect of using Book Clubs to Improve Literacy and Build a Learning Community Among Under-performing Elementary Students. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/32168.

Council of Science Editors:

Alghamdi DJ. The Effect of using Book Clubs to Improve Literacy and Build a Learning Community Among Under-performing Elementary Students. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/32168

4. Brubacher, Katherine. Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students.

Degree: 2011, University of Toronto

Based on empirical qualitative data collected by interviewing eight elementary school teachers from across four different school boards in Ontario and analyzing new Ontario Ministry… (more)

Subjects/Keywords: English Language Learners; English Literacy Development; Elementary education; Teachers' discourses; Limited Prior Schooling; Multiliteracies; Philosophy of Teaching; Ontario schools; 0515; 0282; 0524

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APA (6th Edition):

Brubacher, K. (2011). Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30081

Chicago Manual of Style (16th Edition):

Brubacher, Katherine. “Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students.” 2011. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/30081.

MLA Handbook (7th Edition):

Brubacher, Katherine. “Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students.” 2011. Web. 25 Apr 2019.

Vancouver:

Brubacher K. Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/30081.

Council of Science Editors:

Brubacher K. Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30081

5. Chang, Jessica Chalin. Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels.

Degree: 2011, University of Toronto

Literacy in the 21st century is constantly evolving. To teach literacy effectively, educators need to embrace and understand linguistic, cultural and textual practices that are… (more)

Subjects/Keywords: 0727

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APA (6th Edition):

Chang, J. C. (2011). Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30084

Chicago Manual of Style (16th Edition):

Chang, Jessica Chalin. “Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels.” 2011. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/30084.

MLA Handbook (7th Edition):

Chang, Jessica Chalin. “Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels.” 2011. Web. 25 Apr 2019.

Vancouver:

Chang JC. Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/30084.

Council of Science Editors:

Chang JC. Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30084

6. Pothier, Melanie. LINCing Literacies: Literacy Practices among Somali Refugee Women in the LINC Program.

Degree: 2011, University of Toronto

This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to… (more)

Subjects/Keywords: ESL education; language instruction; Somali refugees; literacy practices; LINC program; 0515

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APA (6th Edition):

Pothier, M. (2011). LINCing Literacies: Literacy Practices among Somali Refugee Women in the LINC Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32167

Chicago Manual of Style (16th Edition):

Pothier, Melanie. “LINCing Literacies: Literacy Practices among Somali Refugee Women in the LINC Program.” 2011. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/32167.

MLA Handbook (7th Edition):

Pothier, Melanie. “LINCing Literacies: Literacy Practices among Somali Refugee Women in the LINC Program.” 2011. Web. 25 Apr 2019.

Vancouver:

Pothier M. LINCing Literacies: Literacy Practices among Somali Refugee Women in the LINC Program. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/32167.

Council of Science Editors:

Pothier M. LINCing Literacies: Literacy Practices among Somali Refugee Women in the LINC Program. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/32167

7. Chen, Ying. Developing Book Clubs in High School English Classrooms.

Degree: 2012, University of Toronto

The focus of this research is to examine the book club as a social context for literacy development. Students in book clubs perceive literature authentically… (more)

Subjects/Keywords: BOOK CLUB; READING; LITERATURE; LITERACY; 0727; 0279

…the core curriculum, teaching and learning facilitate achievement of high marks on the… …Curriculum Studies and Teacher Development at OISE/University of Toronto, I became interested in… …February 2012 after I received approval from the University of Toronto Ethics Board. As an… 

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APA (6th Edition):

Chen, Y. (2012). Developing Book Clubs in High School English Classrooms. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33636

Chicago Manual of Style (16th Edition):

Chen, Ying. “Developing Book Clubs in High School English Classrooms.” 2012. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/33636.

MLA Handbook (7th Edition):

Chen, Ying. “Developing Book Clubs in High School English Classrooms.” 2012. Web. 25 Apr 2019.

Vancouver:

Chen Y. Developing Book Clubs in High School English Classrooms. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/33636.

Council of Science Editors:

Chen Y. Developing Book Clubs in High School English Classrooms. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33636

8. Gayle, Janice. Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students.

Degree: 2013, University of Toronto

In this qualitative research study, I examine eight elementary educators perspectives on teaching science to diverse students in the Greater Toronto Area (GTA). A critical… (more)

Subjects/Keywords: elementary science; equity; diversity; teaching; 0282

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APA (6th Edition):

Gayle, J. (2013). Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35556

Chicago Manual of Style (16th Edition):

Gayle, Janice. “Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students.” 2013. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/35556.

MLA Handbook (7th Edition):

Gayle, Janice. “Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students.” 2013. Web. 25 Apr 2019.

Vancouver:

Gayle J. Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/35556.

Council of Science Editors:

Gayle J. Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35556

9. Piersma, Carolyn. Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners.

Degree: 2013, University of Toronto

Adult English literacy learners (ELLs) are learners with limited or no formal schooling in their first language who are learning to read and write in… (more)

Subjects/Keywords: Literacy Practices; Adult English Literacy Learners; Literacy; ELL

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APA (6th Edition):

Piersma, C. (2013). Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42641

Chicago Manual of Style (16th Edition):

Piersma, Carolyn. “Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners.” 2013. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/42641.

MLA Handbook (7th Edition):

Piersma, Carolyn. “Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners.” 2013. Web. 25 Apr 2019.

Vancouver:

Piersma C. Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/42641.

Council of Science Editors:

Piersma C. Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42641

10. Wang, Xinchen. Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program.

Degree: 2013, University of Toronto

The study investigated the role of identity investment in the context of an English/Mandarin transitional bilingual education (TBE) program in Hamilton, Ontario, Canada. Fifteen students… (more)

Subjects/Keywords: Identity; Bilingual education; English; Mandarin; 0279

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APA (6th Edition):

Wang, X. (2013). Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42653

Chicago Manual of Style (16th Edition):

Wang, Xinchen. “Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program.” 2013. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/42653.

MLA Handbook (7th Edition):

Wang, Xinchen. “Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program.” 2013. Web. 25 Apr 2019.

Vancouver:

Wang X. Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/42653.

Council of Science Editors:

Wang X. Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42653

11. Moss, Aideen Helena. Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10.

Degree: 2013, University of Toronto

This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and… (more)

Subjects/Keywords: writing instruction; secondary; across the disciplines; writing to learn; writing assessment; role of school administrators in supporting instruction; Ontario; 0727

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APA (6th Edition):

Moss, A. H. (2013). Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42636

Chicago Manual of Style (16th Edition):

Moss, Aideen Helena. “Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10.” 2013. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/42636.

MLA Handbook (7th Edition):

Moss, Aideen Helena. “Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10.” 2013. Web. 25 Apr 2019.

Vancouver:

Moss AH. Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/42636.

Council of Science Editors:

Moss AH. Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42636

12. Cordova, Elizabeth Augusta Rosales. Opportunities for Teacher Professional Learning: Two Case Studies of Experienced Teachers in Ontario, Canada.

Degree: 2014, University of Toronto

The purpose of this study is to understand the opportunities for professional learning teachers encounter over the span of their careers. I conduct two qualitative… (more)

Subjects/Keywords: Teacher learning; Professional development; Inservice teacher education; Teachers Canada; Teacher Training 0530

…Bachelor of Education program at the Ontario Institute of Studies in Education at University of… …Toronto (OISE/UT). This one-year consecutive degree program gave her 19 teaching… 

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APA (6th Edition):

Cordova, E. A. R. (2014). Opportunities for Teacher Professional Learning: Two Case Studies of Experienced Teachers in Ontario, Canada. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65532

Chicago Manual of Style (16th Edition):

Cordova, Elizabeth Augusta Rosales. “Opportunities for Teacher Professional Learning: Two Case Studies of Experienced Teachers in Ontario, Canada.” 2014. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/65532.

MLA Handbook (7th Edition):

Cordova, Elizabeth Augusta Rosales. “Opportunities for Teacher Professional Learning: Two Case Studies of Experienced Teachers in Ontario, Canada.” 2014. Web. 25 Apr 2019.

Vancouver:

Cordova EAR. Opportunities for Teacher Professional Learning: Two Case Studies of Experienced Teachers in Ontario, Canada. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/65532.

Council of Science Editors:

Cordova EAR. Opportunities for Teacher Professional Learning: Two Case Studies of Experienced Teachers in Ontario, Canada. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65532

13. Laughton, Simone. Accessibility of Tests in Higher Education Online Learning Environments: Perspectives and Practices of U.K. Expert Practitioners.

Degree: 2014, University of Toronto

This study is an investigation of the perspectives and practices of U.K. expert practitioners regarding the accessibility of tests in higher education online learning environments.… (more)

Subjects/Keywords: accessibility; online test; higher education; technology; 0727; 0288; 0710

…began during graduate school at the University of Toronto when I was completing my Master of… …Liaison Librarian at the University of Toronto Mississauga, and it was on a picnic bench one… …business” at the University of Toronto. I was introduced to the world of standards, and in 2005… 

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APA (6th Edition):

Laughton, S. (2014). Accessibility of Tests in Higher Education Online Learning Environments: Perspectives and Practices of U.K. Expert Practitioners. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43995

Chicago Manual of Style (16th Edition):

Laughton, Simone. “Accessibility of Tests in Higher Education Online Learning Environments: Perspectives and Practices of U.K. Expert Practitioners.” 2014. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43995.

MLA Handbook (7th Edition):

Laughton, Simone. “Accessibility of Tests in Higher Education Online Learning Environments: Perspectives and Practices of U.K. Expert Practitioners.” 2014. Web. 25 Apr 2019.

Vancouver:

Laughton S. Accessibility of Tests in Higher Education Online Learning Environments: Perspectives and Practices of U.K. Expert Practitioners. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43995.

Council of Science Editors:

Laughton S. Accessibility of Tests in Higher Education Online Learning Environments: Perspectives and Practices of U.K. Expert Practitioners. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43995

14. Jones, Kent. Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese.

Degree: 2014, University of Toronto

Japanese contains many words borrowed from English, which differ from the source word both phonologically and/or semantically. This study examined how short classroom interventions can… (more)

Subjects/Keywords: Japanese; English; Loanword; Lexis; Acquisition; RST9999Y

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APA (6th Edition):

Jones, K. (2014). Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43993

Chicago Manual of Style (16th Edition):

Jones, Kent. “Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese.” 2014. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43993.

MLA Handbook (7th Edition):

Jones, Kent. “Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese.” 2014. Web. 25 Apr 2019.

Vancouver:

Jones K. Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43993.

Council of Science Editors:

Jones K. Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43993

15. Louisy, Terry. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.

Degree: 2013, University of Toronto

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature,… (more)

Subjects/Keywords: inclusive schooling; online learning; multiliteracies; literacy; 0710; 0727; 0535; 0515

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APA (6th Edition):

Louisy, T. (2013). Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35562

Chicago Manual of Style (16th Edition):

Louisy, Terry. “Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.” 2013. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/35562.

MLA Handbook (7th Edition):

Louisy, Terry. “Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.” 2013. Web. 25 Apr 2019.

Vancouver:

Louisy T. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/35562.

Council of Science Editors:

Louisy T. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35562

16. Racco, Rocco Giancarlo. Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography.

Degree: 2014, University of Toronto

The Creating Borderlands using a Multicultural Approach: a reflective ethnography focuses on an exploration into the psychological landscapes of junior-level students, whose minds have been… (more)

Subjects/Keywords: Ethnography; Borderlands; 0727

…a Graduate student at the University of Toronto, “The Attic Window” I recall the sights… 

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APA (6th Edition):

Racco, R. G. (2014). Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43998

Chicago Manual of Style (16th Edition):

Racco, Rocco Giancarlo. “Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography.” 2014. Masters Thesis, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43998.

MLA Handbook (7th Edition):

Racco, Rocco Giancarlo. “Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography.” 2014. Web. 25 Apr 2019.

Vancouver:

Racco RG. Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43998.

Council of Science Editors:

Racco RG. Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43998

17. Bazzul, Jesse. How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial.

Degree: 2013, University of Toronto

This thesis examines how discourses of biology textbooks can work to constitute various kinds of subjectivities. Using a Foucauldian archaeological approach to discourse analysis I… (more)

Subjects/Keywords: Subjectivity; Science Education; 0727

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APA (6th Edition):

Bazzul, J. (2013). How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43477

Chicago Manual of Style (16th Edition):

Bazzul, Jesse. “How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43477.

MLA Handbook (7th Edition):

Bazzul, Jesse. “How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial.” 2013. Web. 25 Apr 2019.

Vancouver:

Bazzul J. How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43477.

Council of Science Editors:

Bazzul J. How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43477

18. Benevides, Tina. Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads.

Degree: 2013, University of Toronto

This study investigated the influence of tablet technology on student motivation and engagement for online reading. An ethnographic approach was utilized to examine the case… (more)

Subjects/Keywords: technology; reading; motivation; engagement; 0535

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APA (6th Edition):

Benevides, T. (2013). Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43476

Chicago Manual of Style (16th Edition):

Benevides, Tina. “Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43476.

MLA Handbook (7th Edition):

Benevides, Tina. “Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads.” 2013. Web. 25 Apr 2019.

Vancouver:

Benevides T. Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43476.

Council of Science Editors:

Benevides T. Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43476

19. Dubek, Michelle. Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions.

Degree: 2013, University of Toronto

Body Worlds is a traveling exhibition of plastinated human cadavers that offers the general public an opportunity to experience the human body in a unique… (more)

Subjects/Keywords: Body Worlds; museum; informal learning; science centre; controversial issues; interdisciplinary; science exhibitions; 0714; 0515

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APA (6th Edition):

Dubek, M. (2013). Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43537

Chicago Manual of Style (16th Edition):

Dubek, Michelle. “Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43537.

MLA Handbook (7th Edition):

Dubek, Michelle. “Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions.” 2013. Web. 25 Apr 2019.

Vancouver:

Dubek M. Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43537.

Council of Science Editors:

Dubek M. Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43537

20. Ajodhia-Andrews, Amanda Devi. Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students.

Degree: 2013, University of Toronto

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007).… (more)

Subjects/Keywords: disabilities/autism; ethnicity; race; language; intersecting differences; social science research; diversity; inclusion; narratives; critical discourse analysis; critical theory; new sociology of childhood; children as co-researchers; mosaic/multi-method research; social model lens of disability; middle years; 0534; 0340; 0529

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APA (6th Edition):

Ajodhia-Andrews, A. D. (2013). Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43528

Chicago Manual of Style (16th Edition):

Ajodhia-Andrews, Amanda Devi. “Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43528.

MLA Handbook (7th Edition):

Ajodhia-Andrews, Amanda Devi. “Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students.” 2013. Web. 25 Apr 2019.

Vancouver:

Ajodhia-Andrews AD. Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43528.

Council of Science Editors:

Ajodhia-Andrews AD. Bridging Understandings of Differences, Learning and Inclusion: Voices of Minoritized Students. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43528

21. Dronjic, Vedran. Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English.

Degree: 2013, University of Toronto

This study utilized the moving-window self-paced reading paradigm to investigate the processing of English morphemes by native speakers of English, Chinese, and Korean. The morphemes… (more)

Subjects/Keywords: Psycholinguistics; Memory; Second Language Acquisition; Morphological Processing; Morphology; Transfer; Automaticity; Self-Paced Reading; 0290; 0633; 0282

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APA (6th Edition):

Dronjic, V. (2013). Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43536

Chicago Manual of Style (16th Edition):

Dronjic, Vedran. “Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43536.

MLA Handbook (7th Edition):

Dronjic, Vedran. “Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English.” 2013. Web. 25 Apr 2019.

Vancouver:

Dronjic V. Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43536.

Council of Science Editors:

Dronjic V. Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43536

22. Hopson, Robin Liu. "People Like Me": Racialized Teachers and the Call for Community.

Degree: 2013, University of Toronto

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible… (more)

Subjects/Keywords: Equity; Anti-Racism; Racialized Teachers; Inclusive Education; Race; Visible Minority; Diversity; Policy; Multicultural education; Anti-racist education; Racism; Role model; Role-modelling; Marginalized voices; Community; Professional development; Teacher Education; Cultural Studies; 0727

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APA (6th Edition):

Hopson, R. L. (2013). "People Like Me": Racialized Teachers and the Call for Community. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43595

Chicago Manual of Style (16th Edition):

Hopson, Robin Liu. “"People Like Me": Racialized Teachers and the Call for Community.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43595.

MLA Handbook (7th Edition):

Hopson, Robin Liu. “"People Like Me": Racialized Teachers and the Call for Community.” 2013. Web. 25 Apr 2019.

Vancouver:

Hopson RL. "People Like Me": Racialized Teachers and the Call for Community. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43595.

Council of Science Editors:

Hopson RL. "People Like Me": Racialized Teachers and the Call for Community. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43595

23. Gladstone, Lia. Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future.

Degree: 2013, University of Toronto

While research on sexual violence, rape crisis centres and volunteers is extensive, there are very few empirical studies that draw specifically on the experiences of… (more)

Subjects/Keywords: violence against women; rape crisis work; volunteers; life history; standpoint theory; feminism; 0453

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APA (6th Edition):

Gladstone, L. (2013). Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43573

Chicago Manual of Style (16th Edition):

Gladstone, Lia. “Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43573.

MLA Handbook (7th Edition):

Gladstone, Lia. “Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future.” 2013. Web. 25 Apr 2019.

Vancouver:

Gladstone L. Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43573.

Council of Science Editors:

Gladstone L. Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43573

24. Hegge, Laura. Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem.

Degree: 2013, University of Toronto

This study is an exploration of the lived experiences of three secondary teachers who have developed innovative approaches to English education in response to the… (more)

Subjects/Keywords: Narrative Inquiry; Teacher Development; Multiliteracies Pedagogy; 0530

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APA (6th Edition):

Hegge, L. (2013). Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43592

Chicago Manual of Style (16th Edition):

Hegge, Laura. “Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43592.

MLA Handbook (7th Edition):

Hegge, Laura. “Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem.” 2013. Web. 25 Apr 2019.

Vancouver:

Hegge L. Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43592.

Council of Science Editors:

Hegge L. Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43592

25. Oztok, Murat. The Hidden Curriculum of Online Learning: Discourses of Whiteness, Social Absence, and Inequity.

Degree: 2013, University of Toronto

Local and federal governments, public school boards, and higher education institutions have been promoting online courses in their commitment to accommodating public needs, widening access… (more)

Subjects/Keywords: Online Learning; Whiteness; Cultural Hegemony; Socio-Cultural Learning; 0710; 0515

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APA (6th Edition):

Oztok, M. (2013). The Hidden Curriculum of Online Learning: Discourses of Whiteness, Social Absence, and Inequity. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43687

Chicago Manual of Style (16th Edition):

Oztok, Murat. “The Hidden Curriculum of Online Learning: Discourses of Whiteness, Social Absence, and Inequity.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43687.

MLA Handbook (7th Edition):

Oztok, Murat. “The Hidden Curriculum of Online Learning: Discourses of Whiteness, Social Absence, and Inequity.” 2013. Web. 25 Apr 2019.

Vancouver:

Oztok M. The Hidden Curriculum of Online Learning: Discourses of Whiteness, Social Absence, and Inequity. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43687.

Council of Science Editors:

Oztok M. The Hidden Curriculum of Online Learning: Discourses of Whiteness, Social Absence, and Inequity. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43687

26. Stille, Saskia. "Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms.

Degree: 2013, University of Toronto

Monolingual, monocultural approaches to education in Canada overlook the tremendous cultural and linguistic resources present in our classrooms and communities. Connecting language teaching and learning(more)

Subjects/Keywords: multilingual education; literacy; English as a Second Language (ESL); bilingualism; language education; language learning; 0282; 0515

…context to curriculum, teaching and learning is widely accepted. Educational reform is directed… …English language proficiency in in the context of curriculum teaching and learning (Filmore… …Language and Writing Support in the School of Graduate Studies at University of Toronto, and a… …academic work at the Ontario Institute for Studies in Education (OISE)/University of… …Toronto, I was co-founder, along with my partner, Anthony Stille, of the English School of… 

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APA (6th Edition):

Stille, S. (2013). "Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43723

Chicago Manual of Style (16th Edition):

Stille, Saskia. “"Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43723.

MLA Handbook (7th Edition):

Stille, Saskia. “"Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms.” 2013. Web. 25 Apr 2019.

Vancouver:

Stille S. "Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43723.

Council of Science Editors:

Stille S. "Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43723

27. Antropov, Alexander. Secondary School Mathematics Teacher Candidates' Research Pedagogical and Content Knowledge.

Degree: 2014, University of Toronto

University-based initial teacher education aims at instilling in teacher candidates the idea of the interconnectedness of content, pedagogical and educational research knowledge by allowing meaningful… (more)

Subjects/Keywords: initial teacher education; secondary school mathematics; 0530

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APA (6th Edition):

Antropov, A. (2014). Secondary School Mathematics Teacher Candidates' Research Pedagogical and Content Knowledge. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/44092

Chicago Manual of Style (16th Edition):

Antropov, Alexander. “Secondary School Mathematics Teacher Candidates' Research Pedagogical and Content Knowledge.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/44092.

MLA Handbook (7th Edition):

Antropov, Alexander. “Secondary School Mathematics Teacher Candidates' Research Pedagogical and Content Knowledge.” 2014. Web. 25 Apr 2019.

Vancouver:

Antropov A. Secondary School Mathematics Teacher Candidates' Research Pedagogical and Content Knowledge. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/44092.

Council of Science Editors:

Antropov A. Secondary School Mathematics Teacher Candidates' Research Pedagogical and Content Knowledge. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/44092

28. Fujita, Nobuko. Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses.

Degree: 2012, University of Toronto

This design-based research study investigates the development of progressive discourse among participants (n=15, n=17, n=20) in three online graduate course contexts. Progressive discourse is a… (more)

Subjects/Keywords: online education; computer-supported collaborative learning; progressive discourse; knowledge building; elearning; online discussion; teacher professional develpment; discourse processes; 0515

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APA (6th Edition):

Fujita, N. (2012). Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43778

Chicago Manual of Style (16th Edition):

Fujita, Nobuko. “Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/43778.

MLA Handbook (7th Edition):

Fujita, Nobuko. “Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses.” 2012. Web. 25 Apr 2019.

Vancouver:

Fujita N. Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/43778.

Council of Science Editors:

Fujita N. Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/43778

29. Radakovic, Nenad. Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics.

Degree: 2014, University of Toronto

A qualitative case study was presented in order to explore an inquiry-based learning approach to teaching risk in two different grade 11 mathematics classes in… (more)

Subjects/Keywords: Mathematics Education; Probability Teaching and Learning; Risk Literacy; Understanding of Risk; 0280

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APA (6th Edition):

Radakovic, N. (2014). Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/44129

Chicago Manual of Style (16th Edition):

Radakovic, Nenad. “Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/44129.

MLA Handbook (7th Edition):

Radakovic, Nenad. “Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics.” 2014. Web. 25 Apr 2019.

Vancouver:

Radakovic N. Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/44129.

Council of Science Editors:

Radakovic N. Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/44129

30. Guerrero, Alexandra Cristina. Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research.

Degree: PhD, 2014, University of Toronto

 My dissertation explores the ways in which youth participatory action research (YPAR) can provide students with the affective and the socio-educational experiences to become agents… (more)

Subjects/Keywords: Latina/o youth; participatory action research; secondary teaching and learning; transformative learning; 0456

Teaching, and Learning at OISE/University of Toronto. As I was scanning the Graduate… …the doctoral program at the department of Curriculum, Teaching, and Learning at OISE… …the joint Toronto District School Board (TDSB) and OISE/University of Toronto… …University of Toronto, an entry that led to a journey with a project that began as an exploratory… …University of Toronto from which I draw my data and in which I have partaken as a Graduate… 

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APA (6th Edition):

Guerrero, A. C. (2014). Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68130

Chicago Manual of Style (16th Edition):

Guerrero, Alexandra Cristina. “Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 25, 2019. http://hdl.handle.net/1807/68130.

MLA Handbook (7th Edition):

Guerrero, Alexandra Cristina. “Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research.” 2014. Web. 25 Apr 2019.

Vancouver:

Guerrero AC. Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1807/68130.

Council of Science Editors:

Guerrero AC. Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68130

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