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You searched for +publisher:"University of Victoria" +contributor:("Preece, Alison"). Showing records 1 – 14 of 14 total matches.

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1. Fenimore, Mary Ann. No time on their tongue : meanings of silence in multi-ethnic classrooms of older adults.

Degree: Department of Curriculum and Instruction, 2017, University of Victoria

 Silence in the communicative process is often viewed as the background to speech patterns, or it is not viewed at all. Yet cultural and ethnic… (more)

Subjects/Keywords: Silence; Communication; Social interaction

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APA (6th Edition):

Fenimore, M. A. (2017). No time on their tongue : meanings of silence in multi-ethnic classrooms of older adults. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8732

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

Chicago Manual of Style (16th Edition):

Fenimore, Mary Ann. “No time on their tongue : meanings of silence in multi-ethnic classrooms of older adults.” 2017. Thesis, University of Victoria. Accessed February 21, 2019. https://dspace.library.uvic.ca//handle/1828/8732.

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

MLA Handbook (7th Edition):

Fenimore, Mary Ann. “No time on their tongue : meanings of silence in multi-ethnic classrooms of older adults.” 2017. Web. 21 Feb 2019.

Vancouver:

Fenimore MA. No time on their tongue : meanings of silence in multi-ethnic classrooms of older adults. [Internet] [Thesis]. University of Victoria; 2017. [cited 2019 Feb 21]. Available from: https://dspace.library.uvic.ca//handle/1828/8732.

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

Council of Science Editors:

Fenimore MA. No time on their tongue : meanings of silence in multi-ethnic classrooms of older adults. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8732

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


University of Victoria

2. Kejo, Subilaga Mwakyusa. Exploring play in early years education: beliefs and practices of pre-primary educators in Tanzania.

Degree: Department of Curriculum and Instruction, 2017, University of Victoria

 In this multi-case qualitative research study I explored the beliefs and practices of selected Tanzanian pre-primary educators, with regard to the role of play in… (more)

Subjects/Keywords: Play; Pre-primary; Teacher; Beliefs; Practices; cultural constructions

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APA (6th Edition):

Kejo, S. M. (2017). Exploring play in early years education: beliefs and practices of pre-primary educators in Tanzania. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8540

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

Chicago Manual of Style (16th Edition):

Kejo, Subilaga Mwakyusa. “Exploring play in early years education: beliefs and practices of pre-primary educators in Tanzania.” 2017. Thesis, University of Victoria. Accessed February 21, 2019. https://dspace.library.uvic.ca//handle/1828/8540.

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

MLA Handbook (7th Edition):

Kejo, Subilaga Mwakyusa. “Exploring play in early years education: beliefs and practices of pre-primary educators in Tanzania.” 2017. Web. 21 Feb 2019.

Vancouver:

Kejo SM. Exploring play in early years education: beliefs and practices of pre-primary educators in Tanzania. [Internet] [Thesis]. University of Victoria; 2017. [cited 2019 Feb 21]. Available from: https://dspace.library.uvic.ca//handle/1828/8540.

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

Council of Science Editors:

Kejo SM. Exploring play in early years education: beliefs and practices of pre-primary educators in Tanzania. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8540

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


University of Victoria

3. Tobin, Ruthanne. At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms.

Degree: Department of Curriculum and Instruction, 2017, University of Victoria

 This dissertation focuses on the definitions and understandings of literacy support revealed by three teachers and two teacher assistants in their interactions with five children… (more)

Subjects/Keywords: Learning disabilities

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APA (6th Edition):

Tobin, R. (2017). At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8800

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

Chicago Manual of Style (16th Edition):

Tobin, Ruthanne. “At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms.” 2017. Thesis, University of Victoria. Accessed February 21, 2019. https://dspace.library.uvic.ca//handle/1828/8800.

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

MLA Handbook (7th Edition):

Tobin, Ruthanne. “At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms.” 2017. Web. 21 Feb 2019.

Vancouver:

Tobin R. At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms. [Internet] [Thesis]. University of Victoria; 2017. [cited 2019 Feb 21]. Available from: https://dspace.library.uvic.ca//handle/1828/8800.

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

Council of Science Editors:

Tobin R. At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8800

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


University of Victoria

4. Bright, Robin M. The relationship of writing instruction to grade 4 to 6 students' reflective accounts and their written products.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 The research documented in this dissertation examined the language-related instructional contexts for writing in two intermediate classrooms spanning grades four to six. In addition, students'… (more)

Subjects/Keywords: Language arts (Elementary); English language; Study and teaching (Elementary)

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APA (6th Edition):

Bright, R. M. (2018). The relationship of writing instruction to grade 4 to 6 students' reflective accounts and their written products. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9626

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

Chicago Manual of Style (16th Edition):

Bright, Robin M. “The relationship of writing instruction to grade 4 to 6 students' reflective accounts and their written products.” 2018. Thesis, University of Victoria. Accessed February 21, 2019. https://dspace.library.uvic.ca//handle/1828/9626.

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

MLA Handbook (7th Edition):

Bright, Robin M. “The relationship of writing instruction to grade 4 to 6 students' reflective accounts and their written products.” 2018. Web. 21 Feb 2019.

Vancouver:

Bright RM. The relationship of writing instruction to grade 4 to 6 students' reflective accounts and their written products. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Feb 21]. Available from: https://dspace.library.uvic.ca//handle/1828/9626.

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

Council of Science Editors:

Bright RM. The relationship of writing instruction to grade 4 to 6 students' reflective accounts and their written products. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9626

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


University of Victoria

5. FitzGibbon, Paula Ruth. Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 This dissertation explores the lifeworlds of socially neglected high school students. Adolescents who are members of this peer social category are described in the literature… (more)

Subjects/Keywords: High school students; Case studies; Psychology; Social life and customs

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APA (6th Edition):

FitzGibbon, P. R. (2018). Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9922

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

Chicago Manual of Style (16th Edition):

FitzGibbon, Paula Ruth. “Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students.” 2018. Thesis, University of Victoria. Accessed February 21, 2019. https://dspace.library.uvic.ca//handle/1828/9922.

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

MLA Handbook (7th Edition):

FitzGibbon, Paula Ruth. “Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students.” 2018. Web. 21 Feb 2019.

Vancouver:

FitzGibbon PR. Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Feb 21]. Available from: https://dspace.library.uvic.ca//handle/1828/9922.

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

Council of Science Editors:

FitzGibbon PR. Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9922

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


University of Victoria

6. Davis, Joy Anne. Putting learning to work : knowledge transitions from continuing professional education to museum workplaces.

Degree: Dept. of Curriculum and Instruction, 2011, University of Victoria

 As an initial qualitative enquiry into the dynamics of learning transfer in the museum sector, this dissertation explores a range of largely positive learning transfer… (more)

Subjects/Keywords: museum studies; learning transfer; professional development; workplace learning

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APA (6th Edition):

Davis, J. A. (2011). Putting learning to work : knowledge transitions from continuing professional education to museum workplaces. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3565

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

Chicago Manual of Style (16th Edition):

Davis, Joy Anne. “Putting learning to work : knowledge transitions from continuing professional education to museum workplaces.” 2011. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/3565.

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

MLA Handbook (7th Edition):

Davis, Joy Anne. “Putting learning to work : knowledge transitions from continuing professional education to museum workplaces.” 2011. Web. 21 Feb 2019.

Vancouver:

Davis JA. Putting learning to work : knowledge transitions from continuing professional education to museum workplaces. [Internet] [Thesis]. University of Victoria; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/3565.

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

Council of Science Editors:

Davis JA. Putting learning to work : knowledge transitions from continuing professional education to museum workplaces. [Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3565

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


University of Victoria

7. Vernon, Adele. Synaesthetic perception as a mode of being: crossings of the sensuous and the poetic.

Degree: Dept. of Curriculum and Instruction, 2011, University of Victoria

 ―Synaesthetic perception as a mode of being: Crossings of the sensuous and the poetic‖ seeks to disclose the harmonious interrelationship between synaesthetic modes of being,… (more)

Subjects/Keywords: sensorial awareness; transformation; synaesthetic modes

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APA (6th Edition):

Vernon, A. (2011). Synaesthetic perception as a mode of being: crossings of the sensuous and the poetic. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3352

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

Chicago Manual of Style (16th Edition):

Vernon, Adele. “Synaesthetic perception as a mode of being: crossings of the sensuous and the poetic.” 2011. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/3352.

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

MLA Handbook (7th Edition):

Vernon, Adele. “Synaesthetic perception as a mode of being: crossings of the sensuous and the poetic.” 2011. Web. 21 Feb 2019.

Vancouver:

Vernon A. Synaesthetic perception as a mode of being: crossings of the sensuous and the poetic. [Internet] [Thesis]. University of Victoria; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/3352.

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

Council of Science Editors:

Vernon A. Synaesthetic perception as a mode of being: crossings of the sensuous and the poetic. [Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3352

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

8. Neufeld, Mark. Can I ask you a question? On global studies and solutions.

Degree: Interdisciplinary Graduate Program, 2016, University of Victoria

 The Institute for Global Studies (IGS) at Claremont High School in Victoria, Canada is a distinctive local example of “transformative education” that features a transdisciplinary,… (more)

Subjects/Keywords: Global Solutions; Global Studies; High School Sustainability

…joined my Global Education class at the University of Victoria one evening and shared some of… …following fall I was interviewed and accepted into the University of Victoria B.Ed. program. That… …the Ministry of Education, the University of Victoria's Faculty of Education professors… …representatives at the University of Victoria who had successfully invited John Abbott to join them for… …administration, members of the Ministry of Education and the University of Victoria and Royal Roads… 

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APA (6th Edition):

Neufeld, M. (2016). Can I ask you a question? On global studies and solutions. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/7091

Chicago Manual of Style (16th Edition):

Neufeld, Mark. “Can I ask you a question? On global studies and solutions.” 2016. Masters Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/7091.

MLA Handbook (7th Edition):

Neufeld, Mark. “Can I ask you a question? On global studies and solutions.” 2016. Web. 21 Feb 2019.

Vancouver:

Neufeld M. Can I ask you a question? On global studies and solutions. [Internet] [Masters thesis]. University of Victoria; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/7091.

Council of Science Editors:

Neufeld M. Can I ask you a question? On global studies and solutions. [Masters Thesis]. University of Victoria; 2016. Available from: http://hdl.handle.net/1828/7091

9. Bomphray, Alexandra. Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons.

Degree: Dept. of Curriculum and Instruction, 2013, University of Victoria

 This dissertation presents findings from a six-month qualitative case study that carefully examined the use of a multimodal literacy approach (anchored in graphic novels) in… (more)

Subjects/Keywords: English language learners; Classroom Membership; Multimodal Literacy; Elementary Literacy; Peer Acceptance

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APA (6th Edition):

Bomphray, A. (2013). Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4595

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

Chicago Manual of Style (16th Edition):

Bomphray, Alexandra. “Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons.” 2013. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/4595.

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

MLA Handbook (7th Edition):

Bomphray, Alexandra. “Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons.” 2013. Web. 21 Feb 2019.

Vancouver:

Bomphray A. Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons. [Internet] [Thesis]. University of Victoria; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/4595.

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

Council of Science Editors:

Bomphray A. Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons. [Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4595

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


University of Victoria

10. Lin, Lufang. Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension.

Degree: Dept. of Curriculum and Instruction, 2008, University of Victoria

Subjects/Keywords: English language  – Study and teaching (Secondary)  – Foreign speakers

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APA (6th Edition):

Lin, L. (2008). Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/476

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

Chicago Manual of Style (16th Edition):

Lin, Lufang. “Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension.” 2008. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/476.

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

MLA Handbook (7th Edition):

Lin, Lufang. “Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension.” 2008. Web. 21 Feb 2019.

Vancouver:

Lin L. Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension. [Internet] [Thesis]. University of Victoria; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/476.

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

Council of Science Editors:

Lin L. Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension. [Thesis]. University of Victoria; 2008. Available from: http://hdl.handle.net/1828/476

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


University of Victoria

11. Mitha, Farouk. Culture wars and language arts education: readings of Othello as a school text.

Degree: Dept. of Curriculum and Instruction, 2007, University of Victoria

 Relationships between the terms culture and education are often taken for granted in educational research. This study challenges some of the taken for granted assumptions… (more)

Subjects/Keywords: Culture Wars; Othello; Language Arts education; UVic Subject Index::Humanities and Social Sciences::Education; UVic Subject Index::Humanities and Social Sciences::Literature; UVic Subject Index::Humanities and Social Sciences::Social Sciences

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APA (6th Edition):

Mitha, F. (2007). Culture wars and language arts education: readings of Othello as a school text. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/231

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

Chicago Manual of Style (16th Edition):

Mitha, Farouk. “Culture wars and language arts education: readings of Othello as a school text.” 2007. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/231.

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

MLA Handbook (7th Edition):

Mitha, Farouk. “Culture wars and language arts education: readings of Othello as a school text.” 2007. Web. 21 Feb 2019.

Vancouver:

Mitha F. Culture wars and language arts education: readings of Othello as a school text. [Internet] [Thesis]. University of Victoria; 2007. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/231.

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

Council of Science Editors:

Mitha F. Culture wars and language arts education: readings of Othello as a school text. [Thesis]. University of Victoria; 2007. Available from: http://hdl.handle.net/1828/231

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


University of Victoria

12. Wilson, Teresa Jean. Bringing memory forward : teachers' engagements with constructions of "difference" in teacher literature circles.

Degree: Dept. of Curriculum and Instruction, 2008, University of Victoria

 Bringing Memory Forward: Teachers' Engagements with Constructions of "Difference" in Teacher Literature Circles" explores ways in which teachers can recognize and address their constructions of… (more)

Subjects/Keywords: Multicultural education  – Canada

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APA (6th Edition):

Wilson, T. J. (2008). Bringing memory forward : teachers' engagements with constructions of "difference" in teacher literature circles. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/363

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

Chicago Manual of Style (16th Edition):

Wilson, Teresa Jean. “Bringing memory forward : teachers' engagements with constructions of "difference" in teacher literature circles.” 2008. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/363.

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

MLA Handbook (7th Edition):

Wilson, Teresa Jean. “Bringing memory forward : teachers' engagements with constructions of "difference" in teacher literature circles.” 2008. Web. 21 Feb 2019.

Vancouver:

Wilson TJ. Bringing memory forward : teachers' engagements with constructions of "difference" in teacher literature circles. [Internet] [Thesis]. University of Victoria; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/363.

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

Council of Science Editors:

Wilson TJ. Bringing memory forward : teachers' engagements with constructions of "difference" in teacher literature circles. [Thesis]. University of Victoria; 2008. Available from: http://hdl.handle.net/1828/363

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


University of Victoria

13. Mort, Janet Nadine. School districts in community intersectoral coalitions : models of collaboration for young children.

Degree: Dept. of Curriculum and Instruction, 2008, University of Victoria

 The study explored the differences that resulted when school districts participated in successful interdisciplinary community coalitions to improve the quality of and the opportunities for… (more)

Subjects/Keywords: Early childhood education; Literacy; Coalitions; UVic Subject Index::Humanities and Social Sciences::Education::Early childhood education; UVic Subject Index::Humanities and Social Sciences::Education::Reading

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APA (6th Edition):

Mort, J. N. (2008). School districts in community intersectoral coalitions : models of collaboration for young children. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/1241

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

Chicago Manual of Style (16th Edition):

Mort, Janet Nadine. “School districts in community intersectoral coalitions : models of collaboration for young children.” 2008. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/1241.

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

MLA Handbook (7th Edition):

Mort, Janet Nadine. “School districts in community intersectoral coalitions : models of collaboration for young children.” 2008. Web. 21 Feb 2019.

Vancouver:

Mort JN. School districts in community intersectoral coalitions : models of collaboration for young children. [Internet] [Thesis]. University of Victoria; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/1241.

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

Council of Science Editors:

Mort JN. School districts in community intersectoral coalitions : models of collaboration for young children. [Thesis]. University of Victoria; 2008. Available from: http://hdl.handle.net/1828/1241

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


University of Victoria

14. Lehr, Sabine. The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates.

Degree: Dept. of Curriculum and Instruction, 2008, University of Victoria

 This dissertation examines the manifestations of the development discourse in the context of a bilateral South-South program of educational assistance through scholarships provided by the… (more)

Subjects/Keywords: South-South (horizontal) education; Postcolonial education; Brain drain/brain circulation; Development co-operation; Scholarships; Cuba; Ghana; Isle of Youth; West Africa; Comparative education; UVic Subject Index::Humanities and Social Sciences::Education::Education – History; UVic Subject Index::Humanities and Social Sciences::Education::Multicultural education; UVic Subject Index::Humanities and Social Sciences::Education::Education, Higher

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APA (6th Edition):

Lehr, S. (2008). The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/1243

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

Chicago Manual of Style (16th Edition):

Lehr, Sabine. “The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates.” 2008. Thesis, University of Victoria. Accessed February 21, 2019. http://hdl.handle.net/1828/1243.

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

MLA Handbook (7th Edition):

Lehr, Sabine. “The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates.” 2008. Web. 21 Feb 2019.

Vancouver:

Lehr S. The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates. [Internet] [Thesis]. University of Victoria; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1828/1243.

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

Council of Science Editors:

Lehr S. The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates. [Thesis]. University of Victoria; 2008. Available from: http://hdl.handle.net/1828/1243

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

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