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You searched for +publisher:"University of Toronto" +contributor:("Miller, Jack"). Showing records 1 – 8 of 8 total matches.

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University of Toronto

1. Brown, Keith William. A Phenomenological Study of Loving Kindness Practice in Education Settings.

Degree: 2016, University of Toronto

This study uses Phenomenological research methods to explore the ways in which four teachers recited Loving Kindness Meditation for a three week period, particularly focusing… (more)

Subjects/Keywords: compassion; eros; loving kindness; meditation; spirituality; teacher development; 0515

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APA (6th Edition):

Brown, K. W. (2016). A Phenomenological Study of Loving Kindness Practice in Education Settings. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/82374

Chicago Manual of Style (16th Edition):

Brown, Keith William. “A Phenomenological Study of Loving Kindness Practice in Education Settings.” 2016. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/82374.

MLA Handbook (7th Edition):

Brown, Keith William. “A Phenomenological Study of Loving Kindness Practice in Education Settings.” 2016. Web. 19 Apr 2019.

Vancouver:

Brown KW. A Phenomenological Study of Loving Kindness Practice in Education Settings. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/82374.

Council of Science Editors:

Brown KW. A Phenomenological Study of Loving Kindness Practice in Education Settings. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/82374


University of Toronto

2. Vojnic, Mark. Physical Activity and Student Focus in the Primary Grades.

Degree: 2014, University of Toronto

The purpose of this paper is to explore the correlation of student physical activity and its impact on student focus in the academic classroom and… (more)

Subjects/Keywords: academic achievement; elementary students; health and well-being; Physical activity; physical education; primary students; 0523

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APA (6th Edition):

Vojnic, M. (2014). Physical Activity and Student Focus in the Primary Grades. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68581

Chicago Manual of Style (16th Edition):

Vojnic, Mark. “Physical Activity and Student Focus in the Primary Grades.” 2014. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/68581.

MLA Handbook (7th Edition):

Vojnic, Mark. “Physical Activity and Student Focus in the Primary Grades.” 2014. Web. 19 Apr 2019.

Vancouver:

Vojnic M. Physical Activity and Student Focus in the Primary Grades. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/68581.

Council of Science Editors:

Vojnic M. Physical Activity and Student Focus in the Primary Grades. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68581


University of Toronto

3. Krop, Joanna. Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress.

Degree: 2015, University of Toronto

This study investigates if and how teachers’ relationships to their teaching stress and work transformed as a result of taking part in a workshop designed… (more)

Subjects/Keywords: Archetypes; Burnout; Teacher Development; Teacher Stress; 0515

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APA (6th Edition):

Krop, J. (2015). Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70353

Chicago Manual of Style (16th Edition):

Krop, Joanna. “Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress.” 2015. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/70353.

MLA Handbook (7th Edition):

Krop, Joanna. “Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress.” 2015. Web. 19 Apr 2019.

Vancouver:

Krop J. Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/70353.

Council of Science Editors:

Krop J. Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70353


University of Toronto

4. Lepone, Christina Elizabeth. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.

Degree: 2016, University of Toronto

Students demonstrate increased engagement and knowledge retention when they are able to make connections between the text and the outside world. Despite the real world… (more)

Subjects/Keywords: holistic; integrated curriculum; James Beane; Ontario Ministry of Education; pedagogy; Susan Drake; 0456

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APA (6th Edition):

Lepone, C. E. (2016). Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/75152

Chicago Manual of Style (16th Edition):

Lepone, Christina Elizabeth. “Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.” 2016. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/75152.

MLA Handbook (7th Edition):

Lepone, Christina Elizabeth. “Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.” 2016. Web. 19 Apr 2019.

Vancouver:

Lepone CE. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/75152.

Council of Science Editors:

Lepone CE. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/75152


University of Toronto

5. Motha, Jennifer Meena. Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process.

Degree: PhD, 2015, University of Toronto

 This qualitative study examines how five teachers' meditation practices have an impact on their pedagogy. The teachers' spiritual practice of mindfulness meditation shapes their understanding… (more)

Subjects/Keywords: meditation; phenomenology; 0515

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APA (6th Edition):

Motha, J. M. (2015). Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/69425

Chicago Manual of Style (16th Edition):

Motha, Jennifer Meena. “Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process.” 2015. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/69425.

MLA Handbook (7th Edition):

Motha, Jennifer Meena. “Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process.” 2015. Web. 19 Apr 2019.

Vancouver:

Motha JM. Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/69425.

Council of Science Editors:

Motha JM. Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69425


University of Toronto

6. Kumabe, Tara. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.

Degree: PhD, 2018, University of Toronto

 This qualitative study explored the in-school team (IST) structure found within Ontario public elementary schools. The IST is a problem-solving approach implemented to support students,… (more)

Subjects/Keywords: figured worlds; holistic education; inclusive education; in-school teams; leadership; students experiencing difficulties; 0524

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APA (6th Edition):

Kumabe, T. (2018). LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89746

Chicago Manual of Style (16th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/89746.

MLA Handbook (7th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Web. 19 Apr 2019.

Vancouver:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/89746.

Council of Science Editors:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89746


University of Toronto

7. Lee, Cammy S.H. I Eat; Therefore I Am: Constructing Identities Through Food.

Degree: 2015, University of Toronto

This autoethnography focuses on the role food played in my identity formation. In approaching this, the following thesis is divided into the three "meal times"… (more)

Subjects/Keywords: autoethnography; culture; ethnicity; food; identity; narratives; 0515

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APA (6th Edition):

Lee, C. S. H. (2015). I Eat; Therefore I Am: Constructing Identities Through Food. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70322

Chicago Manual of Style (16th Edition):

Lee, Cammy S H. “I Eat; Therefore I Am: Constructing Identities Through Food.” 2015. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/70322.

MLA Handbook (7th Edition):

Lee, Cammy S H. “I Eat; Therefore I Am: Constructing Identities Through Food.” 2015. Web. 19 Apr 2019.

Vancouver:

Lee CSH. I Eat; Therefore I Am: Constructing Identities Through Food. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/70322.

Council of Science Editors:

Lee CSH. I Eat; Therefore I Am: Constructing Identities Through Food. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70322

8. Soloway, Geoffrey B. Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education.

Degree: 2011, University of Toronto

The fields of medicine and health care continue to demonstrate the benefits of mindfulness-based practice for stress reduction and well-being. Research is also beginning to… (more)

Subjects/Keywords: mindfulness; teacher education; teacher disposition; holistic education; 0530; 0680

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APA (6th Edition):

Soloway, G. B. (2011). Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31943

Chicago Manual of Style (16th Edition):

Soloway, Geoffrey B. “Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/31943.

MLA Handbook (7th Edition):

Soloway, Geoffrey B. “Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education.” 2011. Web. 19 Apr 2019.

Vancouver:

Soloway GB. Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/31943.

Council of Science Editors:

Soloway GB. Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31943

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