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You searched for +publisher:"Vanderbilt University" +contributor:("Kevin Leander"). Showing records 1 – 16 of 16 total matches.

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Vanderbilt University

1. Hollett, Tyler Shannon. Remapping learning geographies for youth within and beyond the public library.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 This dissertation describes the design of an informal, a media-rich learning space for youth in a public library. It details how youth transformed—or made—that space… (more)

Subjects/Keywords: gaming; digital media; libraries; place-making; place; affect; mobility; civic geographies; learning topographies; minecraft

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APA (6th Edition):

Hollett, T. S. (2015). Remapping learning geographies for youth within and beyond the public library. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12418

Chicago Manual of Style (16th Edition):

Hollett, Tyler Shannon. “Remapping learning geographies for youth within and beyond the public library.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12418.

MLA Handbook (7th Edition):

Hollett, Tyler Shannon. “Remapping learning geographies for youth within and beyond the public library.” 2015. Web. 04 Dec 2020.

Vancouver:

Hollett TS. Remapping learning geographies for youth within and beyond the public library. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12418.

Council of Science Editors:

Hollett TS. Remapping learning geographies for youth within and beyond the public library. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12418


Vanderbilt University

2. Taylor, Katie Headrick. Counter-mapping the Neighborhood: A Social Design Experiment for Spatial Justice.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 This dissertation is a grounded theoretical analysis and design study of adults and youth counter-mapping their neighborhoods. Counter-mapping involves residents making claims to resources for… (more)

Subjects/Keywords: spatial justice; counter-mapping; mobility; thirdspace; social design experiment; youth

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APA (6th Edition):

Taylor, K. H. (2013). Counter-mapping the Neighborhood: A Social Design Experiment for Spatial Justice. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12569

Chicago Manual of Style (16th Edition):

Taylor, Katie Headrick. “Counter-mapping the Neighborhood: A Social Design Experiment for Spatial Justice.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12569.

MLA Handbook (7th Edition):

Taylor, Katie Headrick. “Counter-mapping the Neighborhood: A Social Design Experiment for Spatial Justice.” 2013. Web. 04 Dec 2020.

Vancouver:

Taylor KH. Counter-mapping the Neighborhood: A Social Design Experiment for Spatial Justice. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12569.

Council of Science Editors:

Taylor KH. Counter-mapping the Neighborhood: A Social Design Experiment for Spatial Justice. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12569


Vanderbilt University

3. Alvey, Tara Lynn. Designing Systems of Collaborative Video Essay Composition in Classrooms.

Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University

 This research examines a teacher’s design of a classroom system of multimedia composition, in the form of collaborative video essays, and students’ responses to the… (more)

Subjects/Keywords: digital literacy; video essay; multimodal composition; multimedia composition; classroom composition; teacher design

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APA (6th Edition):

Alvey, T. L. (2014). Designing Systems of Collaborative Video Essay Composition in Classrooms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11001

Chicago Manual of Style (16th Edition):

Alvey, Tara Lynn. “Designing Systems of Collaborative Video Essay Composition in Classrooms.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11001.

MLA Handbook (7th Edition):

Alvey, Tara Lynn. “Designing Systems of Collaborative Video Essay Composition in Classrooms.” 2014. Web. 04 Dec 2020.

Vancouver:

Alvey TL. Designing Systems of Collaborative Video Essay Composition in Classrooms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11001.

Council of Science Editors:

Alvey TL. Designing Systems of Collaborative Video Essay Composition in Classrooms. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11001


Vanderbilt University

4. Ma, Jasmine Y. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

 This dissertation presents the first iteration of a design study that investigates an instructional setting that I call Walking Scale Geometry (WSG). WSG tasks are… (more)

Subjects/Keywords: ensemble learning; embodied cognition; walking scale geometry; disruptions; hybridity; geometry; ensemble mathematics

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APA (6th Edition):

Ma, J. Y. (2012). Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12652

Chicago Manual of Style (16th Edition):

Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12652.

MLA Handbook (7th Edition):

Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Web. 04 Dec 2020.

Vancouver:

Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12652.

Council of Science Editors:

Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12652


Vanderbilt University

5. Wood, Summer Denise. What is critical?: An analysis of small group critical conversations with African American second grade males.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 This dissertation examines the ways in which six second grade African American males engaged in critical conversations. This qualitative study addresses three primary research questions:… (more)

Subjects/Keywords: reader response; black males; literacy; critical literacy; literature circles; elementary

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APA (6th Edition):

Wood, S. D. (2015). What is critical?: An analysis of small group critical conversations with African American second grade males. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12992

Chicago Manual of Style (16th Edition):

Wood, Summer Denise. “What is critical?: An analysis of small group critical conversations with African American second grade males.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12992.

MLA Handbook (7th Edition):

Wood, Summer Denise. “What is critical?: An analysis of small group critical conversations with African American second grade males.” 2015. Web. 04 Dec 2020.

Vancouver:

Wood SD. What is critical?: An analysis of small group critical conversations with African American second grade males. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12992.

Council of Science Editors:

Wood SD. What is critical?: An analysis of small group critical conversations with African American second grade males. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12992


Vanderbilt University

6. Tiedemann, John Patrick. New Literacies, New Contexts? A Theoretical Definition of Reading Context.

Degree: PhD, Teaching and Learning, 2011, Vanderbilt University

 NEW LITERACIES, NEW CONTEXTS? A THEORETICAL DEFINITION OF READING CONTEXT J Patrick Tiedemann This dissertation presents research that leads to a new conceptualization of reading… (more)

Subjects/Keywords: reading context; reading theory; context theory; context; reading; contextualism; activity theory

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APA (6th Edition):

Tiedemann, J. P. (2011). New Literacies, New Contexts? A Theoretical Definition of Reading Context. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11605

Chicago Manual of Style (16th Edition):

Tiedemann, John Patrick. “New Literacies, New Contexts? A Theoretical Definition of Reading Context.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11605.

MLA Handbook (7th Edition):

Tiedemann, John Patrick. “New Literacies, New Contexts? A Theoretical Definition of Reading Context.” 2011. Web. 04 Dec 2020.

Vancouver:

Tiedemann JP. New Literacies, New Contexts? A Theoretical Definition of Reading Context. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11605.

Council of Science Editors:

Tiedemann JP. New Literacies, New Contexts? A Theoretical Definition of Reading Context. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/11605


Vanderbilt University

7. Shivers, Mark McCheyne. Finding something to say: reconsidering the rhetorical practice of invention in homiletics.

Degree: PhD, Religion, 2011, Vanderbilt University

 This project is concerned with the development of the scene of sermon invention in the field of homiletics. In this dissertation, I trace the development… (more)

Subjects/Keywords: preaching; homiletics; invention

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APA (6th Edition):

Shivers, M. M. (2011). Finding something to say: reconsidering the rhetorical practice of invention in homiletics. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11511

Chicago Manual of Style (16th Edition):

Shivers, Mark McCheyne. “Finding something to say: reconsidering the rhetorical practice of invention in homiletics.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11511.

MLA Handbook (7th Edition):

Shivers, Mark McCheyne. “Finding something to say: reconsidering the rhetorical practice of invention in homiletics.” 2011. Web. 04 Dec 2020.

Vancouver:

Shivers MM. Finding something to say: reconsidering the rhetorical practice of invention in homiletics. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11511.

Council of Science Editors:

Shivers MM. Finding something to say: reconsidering the rhetorical practice of invention in homiletics. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/11511


Vanderbilt University

8. Smith, Blaine Elizabeth. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.

Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University

 Although a large body of research has examined the processes of writing, much less is known about how adolescents compose with multiple modes in digital… (more)

Subjects/Keywords: multimodality; multimodal composition; adolescent literacy; digital literacies; multimodal methods

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APA (6th Edition):

Smith, B. E. (2014). Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11332

Chicago Manual of Style (16th Edition):

Smith, Blaine Elizabeth. “Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11332.

MLA Handbook (7th Edition):

Smith, Blaine Elizabeth. “Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.” 2014. Web. 04 Dec 2020.

Vancouver:

Smith BE. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11332.

Council of Science Editors:

Smith BE. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11332


Vanderbilt University

9. Kane, Britnie Delinger. Concept Development through Practice: Preservice Teachers Learning to Teach Writing.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 This work contributes to an ongoing conversation about how practice-based teacher education might be designed to support preservice teachers’ professional judgment, particularly in the area… (more)

Subjects/Keywords: secondary education; teacher education; practice-based teacher education; concept development; teacher learning; writing instruction; English education

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APA (6th Edition):

Kane, B. D. (2015). Concept Development through Practice: Preservice Teachers Learning to Teach Writing. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12528

Chicago Manual of Style (16th Edition):

Kane, Britnie Delinger. “Concept Development through Practice: Preservice Teachers Learning to Teach Writing.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12528.

MLA Handbook (7th Edition):

Kane, Britnie Delinger. “Concept Development through Practice: Preservice Teachers Learning to Teach Writing.” 2015. Web. 04 Dec 2020.

Vancouver:

Kane BD. Concept Development through Practice: Preservice Teachers Learning to Teach Writing. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12528.

Council of Science Editors:

Kane BD. Concept Development through Practice: Preservice Teachers Learning to Teach Writing. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12528


Vanderbilt University

10. Farris, Amy Voss. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.

Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University

 Modeling is the central representational and epistemic practice of science (Giere, 1984; Nersessian, 2008) and likewise an essential practice for K12 science learners (Lehrer, 2009;… (more)

Subjects/Keywords: elementary science; agent-based modeling; scientific modeling; science education; teacher-researcher partnerships

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APA (6th Edition):

Farris, A. V. (2018). Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15443

Chicago Manual of Style (16th Edition):

Farris, Amy Voss. “Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/15443.

MLA Handbook (7th Edition):

Farris, Amy Voss. “Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.” 2018. Web. 04 Dec 2020.

Vancouver:

Farris AV. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/15443.

Council of Science Editors:

Farris AV. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/15443


Vanderbilt University

11. Jocius, Robin K. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 An emerging body of research has demonstrated that multimodal composing is a complicated and multifaceted process which involves the coordination of semiotic, material, and interactional… (more)

Subjects/Keywords: middle childhood literacy; adolescent literacy; digital tools; multimodal composition; collaboration; qualitative methods

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APA (6th Edition):

Jocius, R. K. (2015). Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12276

Chicago Manual of Style (16th Edition):

Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12276.

MLA Handbook (7th Edition):

Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.” 2015. Web. 04 Dec 2020.

Vancouver:

Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12276.

Council of Science Editors:

Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12276


Vanderbilt University

12. Wright, Kenneth Allen. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

 Actor Network Theory (ANT) is invoked in order to characterize the performance of objects in demonstrations around representational forms, examples of which include tables, equations,… (more)

Subjects/Keywords: nature of science; cognition; actor network theory; educational sociology; science education; mathematics education; constructivist epistemology

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APA (6th Edition):

Wright, K. A. (2012). Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14124

Chicago Manual of Style (16th Edition):

Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/14124.

MLA Handbook (7th Edition):

Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Web. 04 Dec 2020.

Vancouver:

Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/14124.

Council of Science Editors:

Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14124


Vanderbilt University

13. Ehret, Christian Michael. Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 Although making digital media involves movements of bodies, materials, and, often, mobile technologies, most literacy research on adolescents’ experiences with digital media relies on screened… (more)

Subjects/Keywords: affect; digital media; literacy

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APA (6th Edition):

Ehret, C. M. (2015). Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11057

Chicago Manual of Style (16th Edition):

Ehret, Christian Michael. “Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11057.

MLA Handbook (7th Edition):

Ehret, Christian Michael. “Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital.” 2015. Web. 04 Dec 2020.

Vancouver:

Ehret CM. Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11057.

Council of Science Editors:

Ehret CM. Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11057


Vanderbilt University

14. McClarey, Bryan Schulze. Role-based learning: Considering identity and practice in instructional design.

Degree: PhD, Teaching and Learning, 2004, Vanderbilt University

 Research in the learning sciences has moved toward a focus on the conditions in which knowledge is learned and applied (e.g. Bransford, Brown, & Cocking,… (more)

Subjects/Keywords: educational technology; education; nursing education

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APA (6th Edition):

McClarey, B. S. (2004). Role-based learning: Considering identity and practice in instructional design. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15267

Chicago Manual of Style (16th Edition):

McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/15267.

MLA Handbook (7th Edition):

McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Web. 04 Dec 2020.

Vancouver:

McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Internet] [Doctoral dissertation]. Vanderbilt University; 2004. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/15267.

Council of Science Editors:

McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Doctoral Dissertation]. Vanderbilt University; 2004. Available from: http://hdl.handle.net/1803/15267


Vanderbilt University

15. Brown, Ayanna Fitima. Constructing "Race" Through Talk: A Micro-ethnographic investigation of discussions of "race" among African American secondary students.

Degree: PhD, Teaching and Learning, 2008, Vanderbilt University

 This micro-ethnographic research project examines discussions of "race" among African American secondary students. More specifically, this project focuses on how "race" is constituted in school… (more)

Subjects/Keywords: Black students; African American; race in school settings; discussions of race; discourse analysis; race talk; focus groups

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APA (6th Edition):

Brown, A. F. (2008). Constructing "Race" Through Talk: A Micro-ethnographic investigation of discussions of "race" among African American secondary students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11823

Chicago Manual of Style (16th Edition):

Brown, Ayanna Fitima. “Constructing "Race" Through Talk: A Micro-ethnographic investigation of discussions of "race" among African American secondary students.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11823.

MLA Handbook (7th Edition):

Brown, Ayanna Fitima. “Constructing "Race" Through Talk: A Micro-ethnographic investigation of discussions of "race" among African American secondary students.” 2008. Web. 04 Dec 2020.

Vancouver:

Brown AF. Constructing "Race" Through Talk: A Micro-ethnographic investigation of discussions of "race" among African American secondary students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11823.

Council of Science Editors:

Brown AF. Constructing "Race" Through Talk: A Micro-ethnographic investigation of discussions of "race" among African American secondary students. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://hdl.handle.net/1803/11823


Vanderbilt University

16. Williams, Cynthia Hansberry. The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom.

Degree: PhD, Interdisciplinary Studies: Language and Literacy, 2007, Vanderbilt University

 This dissertation examined the use and variations of African American Language by middle school students. It focused on the relationships of African American Language to… (more)

Subjects/Keywords: English education; social and cultural identity; ethnographic; middle school adolescent identity; African American Language

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APA (6th Edition):

Williams, C. H. (2007). The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11927

Chicago Manual of Style (16th Edition):

Williams, Cynthia Hansberry. “The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom.” 2007. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11927.

MLA Handbook (7th Edition):

Williams, Cynthia Hansberry. “The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom.” 2007. Web. 04 Dec 2020.

Vancouver:

Williams CH. The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2007. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11927.

Council of Science Editors:

Williams CH. The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom. [Doctoral Dissertation]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/11927

.