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You searched for repository:portland. Showing records 1 – 30 of 34 total matches.

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1. Wheaton, Amanda. Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood.

Degree: MA, Communication Studies, 2017, University of Portland

  Research illustrates that a gendered imbalance inherent in social identity and power structures within organizations, typically conveyed communicatively, results in organizational inequities for working… (more)

Subjects/Keywords: feminism; identity; motherhood; organization; social media; working women; Communication; Gender, Race, Sexuality, and Ethnicity in Communication

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APA (6th Edition):

Wheaton, A. (2017). Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood. (Masters Thesis). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/34

Chicago Manual of Style (16th Edition):

Wheaton, Amanda. “Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood.” 2017. Masters Thesis, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/34.

MLA Handbook (7th Edition):

Wheaton, Amanda. “Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood.” 2017. Web. 18 Oct 2017.

Vancouver:

Wheaton A. Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood. [Internet] [Masters thesis]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/34.

Council of Science Editors:

Wheaton A. Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood. [Masters Thesis]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/34

2. Xiang Lam, Carol. Investigating Semantic Alignment in Character Learning of Chinese as a Foreign Language: The Use and Effect of the Imagery Based Encoding Strategy.

Degree: Education, EdD, Education, 2016, University of Portland

  For learners of Chinese as a foreign language (CFL), character learning is frustrating. This research postulated that this difficulty may mainly come from a… (more)

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APA (6th Edition):

Xiang Lam, C. (2016). Investigating Semantic Alignment in Character Learning of Chinese as a Foreign Language: The Use and Effect of the Imagery Based Encoding Strategy. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/1

Chicago Manual of Style (16th Edition):

Xiang Lam, Carol. “Investigating Semantic Alignment in Character Learning of Chinese as a Foreign Language: The Use and Effect of the Imagery Based Encoding Strategy.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/1.

MLA Handbook (7th Edition):

Xiang Lam, Carol. “Investigating Semantic Alignment in Character Learning of Chinese as a Foreign Language: The Use and Effect of the Imagery Based Encoding Strategy.” 2016. Web. 18 Oct 2017.

Vancouver:

Xiang Lam C. Investigating Semantic Alignment in Character Learning of Chinese as a Foreign Language: The Use and Effect of the Imagery Based Encoding Strategy. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/1.

Council of Science Editors:

Xiang Lam C. Investigating Semantic Alignment in Character Learning of Chinese as a Foreign Language: The Use and Effect of the Imagery Based Encoding Strategy. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/1

3. Robb, Bonnie Elain. A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework.

Degree: Education, EdD, Education, 2016, University of Portland

  The overall purpose of this study was to propose an alignment between the research reported in the literature on language acquisition and language function… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Robb, B. E. (2016). A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/2

Chicago Manual of Style (16th Edition):

Robb, Bonnie Elain. “A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/2.

MLA Handbook (7th Edition):

Robb, Bonnie Elain. “A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework.” 2016. Web. 18 Oct 2017.

Vancouver:

Robb BE. A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/2.

Council of Science Editors:

Robb BE. A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/2

4. Bucknam, Jessica. Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective.

Degree: Education, EdD, Education, 2016, University of Portland

  The trend of expanding language immersion access to all students calls for further research in multiple contexts, especially those with a sociolinguistic lens. Potowski… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Bucknam, J. (2016). Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/3

Chicago Manual of Style (16th Edition):

Bucknam, Jessica. “Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/3.

MLA Handbook (7th Edition):

Bucknam, Jessica. “Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective.” 2016. Web. 18 Oct 2017.

Vancouver:

Bucknam J. Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/3.

Council of Science Editors:

Bucknam J. Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/3

5. Duffett, Jessica L. A Neuroeducation Description of a Paradigm Shift in Identification, Assessment, and Treatment of Suspected Childhood Apraxia of Speech with Supporting Evidence Through Interview and Artifact Analysis Provided by Speech Language Pathologists and Educators.

Degree: Education, EdD, Education, 2016, University of Portland

  The purpose of this study was twofold. First, the study explored the pertinent cognitive psychology, neuroscience, and language literature that surrounds the diagnosis and… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Duffett, J. L. (2016). A Neuroeducation Description of a Paradigm Shift in Identification, Assessment, and Treatment of Suspected Childhood Apraxia of Speech with Supporting Evidence Through Interview and Artifact Analysis Provided by Speech Language Pathologists and Educators. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/4

Chicago Manual of Style (16th Edition):

Duffett, Jessica L. “A Neuroeducation Description of a Paradigm Shift in Identification, Assessment, and Treatment of Suspected Childhood Apraxia of Speech with Supporting Evidence Through Interview and Artifact Analysis Provided by Speech Language Pathologists and Educators.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/4.

MLA Handbook (7th Edition):

Duffett, Jessica L. “A Neuroeducation Description of a Paradigm Shift in Identification, Assessment, and Treatment of Suspected Childhood Apraxia of Speech with Supporting Evidence Through Interview and Artifact Analysis Provided by Speech Language Pathologists and Educators.” 2016. Web. 18 Oct 2017.

Vancouver:

Duffett JL. A Neuroeducation Description of a Paradigm Shift in Identification, Assessment, and Treatment of Suspected Childhood Apraxia of Speech with Supporting Evidence Through Interview and Artifact Analysis Provided by Speech Language Pathologists and Educators. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/4.

Council of Science Editors:

Duffett JL. A Neuroeducation Description of a Paradigm Shift in Identification, Assessment, and Treatment of Suspected Childhood Apraxia of Speech with Supporting Evidence Through Interview and Artifact Analysis Provided by Speech Language Pathologists and Educators. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/4

6. Exley, David Linman. Teacher Retention in the Pacific Alliance for Catholic Education Residency Model.

Degree: Education, EdD, Education, 2016, University of Portland

  Teacher attrition and retention has been a challenge that the educational world has faced for many years. Educators have tried to combat the attrition… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Exley, D. L. (2016). Teacher Retention in the Pacific Alliance for Catholic Education Residency Model. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/5

Chicago Manual of Style (16th Edition):

Exley, David Linman. “Teacher Retention in the Pacific Alliance for Catholic Education Residency Model.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/5.

MLA Handbook (7th Edition):

Exley, David Linman. “Teacher Retention in the Pacific Alliance for Catholic Education Residency Model.” 2016. Web. 18 Oct 2017.

Vancouver:

Exley DL. Teacher Retention in the Pacific Alliance for Catholic Education Residency Model. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/5.

Council of Science Editors:

Exley DL. Teacher Retention in the Pacific Alliance for Catholic Education Residency Model. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/5

7. Green-Mitchell, Aaron. An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders.

Degree: Education, EdD, Education, 2016, University of Portland

  Moral development in youth is of importance to both researchers and to educational professionals seeking to shape the pro-social moral development of young people.… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Green-Mitchell, A. (2016). An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/6

Chicago Manual of Style (16th Edition):

Green-Mitchell, Aaron. “An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/6.

MLA Handbook (7th Edition):

Green-Mitchell, Aaron. “An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders.” 2016. Web. 18 Oct 2017.

Vancouver:

Green-Mitchell A. An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/6.

Council of Science Editors:

Green-Mitchell A. An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/6

8. Snow Mayo, Jennifer. From Classroom Teacher to District-Based Content Specialist: Exploring Organizational and Individual Teacher Identity in Science Teacher Leaders.

Degree: Education, EdD, Education, 2016, University of Portland

  In the current educational context teachers are called to take leadership roles, formally and informally, by school districts, researchers, and policy makers. Increased emphasis… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Snow Mayo, J. (2016). From Classroom Teacher to District-Based Content Specialist: Exploring Organizational and Individual Teacher Identity in Science Teacher Leaders. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/7

Chicago Manual of Style (16th Edition):

Snow Mayo, Jennifer. “From Classroom Teacher to District-Based Content Specialist: Exploring Organizational and Individual Teacher Identity in Science Teacher Leaders.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/7.

MLA Handbook (7th Edition):

Snow Mayo, Jennifer. “From Classroom Teacher to District-Based Content Specialist: Exploring Organizational and Individual Teacher Identity in Science Teacher Leaders.” 2016. Web. 18 Oct 2017.

Vancouver:

Snow Mayo J. From Classroom Teacher to District-Based Content Specialist: Exploring Organizational and Individual Teacher Identity in Science Teacher Leaders. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/7.

Council of Science Editors:

Snow Mayo J. From Classroom Teacher to District-Based Content Specialist: Exploring Organizational and Individual Teacher Identity in Science Teacher Leaders. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/7

9. Whitney Scherer, Leigh Anne. Can Teachers Tell Which Students are at Risk? Comparing Teacher Reading Risk Determinations with STAR Reading Risk Determinations.

Degree: Education, EdD, Education, 2016, University of Portland

  The theoretical framework for this study was Michael Polanyi’s concept of tacit knowing, that a professional’s knowledge is composed of both the things he… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Whitney Scherer, L. A. (2016). Can Teachers Tell Which Students are at Risk? Comparing Teacher Reading Risk Determinations with STAR Reading Risk Determinations. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/9

Chicago Manual of Style (16th Edition):

Whitney Scherer, Leigh Anne. “Can Teachers Tell Which Students are at Risk? Comparing Teacher Reading Risk Determinations with STAR Reading Risk Determinations.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/9.

MLA Handbook (7th Edition):

Whitney Scherer, Leigh Anne. “Can Teachers Tell Which Students are at Risk? Comparing Teacher Reading Risk Determinations with STAR Reading Risk Determinations.” 2016. Web. 18 Oct 2017.

Vancouver:

Whitney Scherer LA. Can Teachers Tell Which Students are at Risk? Comparing Teacher Reading Risk Determinations with STAR Reading Risk Determinations. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/9.

Council of Science Editors:

Whitney Scherer LA. Can Teachers Tell Which Students are at Risk? Comparing Teacher Reading Risk Determinations with STAR Reading Risk Determinations. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/9

10. Smart, Christopher Charles. Teacher Motivation and Learning: Reflective Participation in Professional Learning Communities.

Degree: Education, EdD, Education, 2016, University of Portland

  As part of the ongoing search for meaningful school reform, many schools have organized themselves into professional learning communities to improve student learning and… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Smart, C. C. (2016). Teacher Motivation and Learning: Reflective Participation in Professional Learning Communities. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/10

Chicago Manual of Style (16th Edition):

Smart, Christopher Charles. “Teacher Motivation and Learning: Reflective Participation in Professional Learning Communities.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/10.

MLA Handbook (7th Edition):

Smart, Christopher Charles. “Teacher Motivation and Learning: Reflective Participation in Professional Learning Communities.” 2016. Web. 18 Oct 2017.

Vancouver:

Smart CC. Teacher Motivation and Learning: Reflective Participation in Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/10.

Council of Science Editors:

Smart CC. Teacher Motivation and Learning: Reflective Participation in Professional Learning Communities. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/10

11. Wagner, Kathryn Marie. The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers.

Degree: Education, EdD, Education, 2016, University of Portland

  The underlying impact of high school teachers’ mindfulness practices and philosophies in a classroom environment is investigated through a conceptual framework of self-identity, neuro-semantic… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Wagner, K. M. (2016). The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/11

Chicago Manual of Style (16th Edition):

Wagner, Kathryn Marie. “The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/11.

MLA Handbook (7th Edition):

Wagner, Kathryn Marie. “The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers.” 2016. Web. 18 Oct 2017.

Vancouver:

Wagner KM. The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/11.

Council of Science Editors:

Wagner KM. The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/11

12. Wyatt, Carol. The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate.

Degree: Education, EdD, Education, 2016, University of Portland

  The purpose of this study was to develop and validate an instrument to measure teacher’s perceptions of the effect of mobile technology initiatives on… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Wyatt, C. (2016). The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/12

Chicago Manual of Style (16th Edition):

Wyatt, Carol. “The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/12.

MLA Handbook (7th Edition):

Wyatt, Carol. “The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate.” 2016. Web. 18 Oct 2017.

Vancouver:

Wyatt C. The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/12.

Council of Science Editors:

Wyatt C. The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/12

13. Corgan Monto, Cecelia. Comparing Effectiveness of Intensive Hybrid and Traditional Course Formats in the Community College Setting.

Degree: Education, EdD, Education, 2016, University of Portland

  This study compared the effectiveness of courses taught in a five-week intensive hybrid course format with courses taught in an 11-week traditional course format,… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Corgan Monto, C. (2016). Comparing Effectiveness of Intensive Hybrid and Traditional Course Formats in the Community College Setting. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/8

Chicago Manual of Style (16th Edition):

Corgan Monto, Cecelia. “Comparing Effectiveness of Intensive Hybrid and Traditional Course Formats in the Community College Setting.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/8.

MLA Handbook (7th Edition):

Corgan Monto, Cecelia. “Comparing Effectiveness of Intensive Hybrid and Traditional Course Formats in the Community College Setting.” 2016. Web. 18 Oct 2017.

Vancouver:

Corgan Monto C. Comparing Effectiveness of Intensive Hybrid and Traditional Course Formats in the Community College Setting. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/8.

Council of Science Editors:

Corgan Monto C. Comparing Effectiveness of Intensive Hybrid and Traditional Course Formats in the Community College Setting. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/8

14. Terry, Clayton L. The Essence of Film Narrative: A Metatheoretical Rhetorical Analysis of the Antihero Film as Moral Equipment for Living.

Degree: MA, Communication Studies, 2016, University of Portland

Abstract not available.

Subjects/Keywords: Communication

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APA (6th Edition):

Terry, C. L. (2016). The Essence of Film Narrative: A Metatheoretical Rhetorical Analysis of the Antihero Film as Moral Equipment for Living. (Masters Thesis). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/14

Chicago Manual of Style (16th Edition):

Terry, Clayton L. “The Essence of Film Narrative: A Metatheoretical Rhetorical Analysis of the Antihero Film as Moral Equipment for Living.” 2016. Masters Thesis, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/14.

MLA Handbook (7th Edition):

Terry, Clayton L. “The Essence of Film Narrative: A Metatheoretical Rhetorical Analysis of the Antihero Film as Moral Equipment for Living.” 2016. Web. 18 Oct 2017.

Vancouver:

Terry CL. The Essence of Film Narrative: A Metatheoretical Rhetorical Analysis of the Antihero Film as Moral Equipment for Living. [Internet] [Masters thesis]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/14.

Council of Science Editors:

Terry CL. The Essence of Film Narrative: A Metatheoretical Rhetorical Analysis of the Antihero Film as Moral Equipment for Living. [Masters Thesis]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/14

15. Lee, Matthew Jared. Artaudian Application in Adaptation of Georg Büchner's <i>Woyzeck</i>.

Degree: Directing, M.F.A., Performing and Fine Arts, 2014, University of Portland

Abstract not available. Advisors/Committee Members: Andrew Golla.

Subjects/Keywords: Arts and Humanities; Film and Media Studies; Fine Arts

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APA (6th Edition):

Lee, M. J. (2014). Artaudian Application in Adaptation of Georg Büchner's <i>Woyzeck</i>. (Masters Thesis). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/16

Chicago Manual of Style (16th Edition):

Lee, Matthew Jared. “Artaudian Application in Adaptation of Georg Büchner's <i>Woyzeck</i>.” 2014. Masters Thesis, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/16.

MLA Handbook (7th Edition):

Lee, Matthew Jared. “Artaudian Application in Adaptation of Georg Büchner's <i>Woyzeck</i>.” 2014. Web. 18 Oct 2017.

Vancouver:

Lee MJ. Artaudian Application in Adaptation of Georg Büchner's <i>Woyzeck</i>. [Internet] [Masters thesis]. University of Portland; 2014. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/16.

Council of Science Editors:

Lee MJ. Artaudian Application in Adaptation of Georg Büchner's <i>Woyzeck</i>. [Masters Thesis]. University of Portland; 2014. Available from: http://pilotscholars.up.edu/etd/16

16. Wardenaar, Andrew. Euripides' Alkestis: Experimenting with the Exotic.

Degree: Directing, M.F.A., Performing and Fine Arts, 2014, University of Portland

Abstract not available. Advisors/Committee Members: Andrew Golla.

Subjects/Keywords: Arts and Humanities; Fine Arts; Theatre and Performance Studies

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APA (6th Edition):

Wardenaar, A. (2014). Euripides' Alkestis: Experimenting with the Exotic. (Masters Thesis). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/18

Chicago Manual of Style (16th Edition):

Wardenaar, Andrew. “Euripides' Alkestis: Experimenting with the Exotic.” 2014. Masters Thesis, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/18.

MLA Handbook (7th Edition):

Wardenaar, Andrew. “Euripides' Alkestis: Experimenting with the Exotic.” 2014. Web. 18 Oct 2017.

Vancouver:

Wardenaar A. Euripides' Alkestis: Experimenting with the Exotic. [Internet] [Masters thesis]. University of Portland; 2014. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/18.

Council of Science Editors:

Wardenaar A. Euripides' Alkestis: Experimenting with the Exotic. [Masters Thesis]. University of Portland; 2014. Available from: http://pilotscholars.up.edu/etd/18

17. Lucas, Erin. Woman vs. Machine: Directing Machinal, Sophie Tredwell's Expressionistic Outcry Against the Male Establishment.

Degree: Directing, M.F.A., Performing and Fine Arts, 2014, University of Portland

Abstract not available.

Subjects/Keywords: Arts and Humanities; Film and Media Studies; Fine Arts

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APA (6th Edition):

Lucas, E. (2014). Woman vs. Machine: Directing Machinal, Sophie Tredwell's Expressionistic Outcry Against the Male Establishment. (Masters Thesis). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/17

Chicago Manual of Style (16th Edition):

Lucas, Erin. “Woman vs. Machine: Directing Machinal, Sophie Tredwell's Expressionistic Outcry Against the Male Establishment.” 2014. Masters Thesis, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/17.

MLA Handbook (7th Edition):

Lucas, Erin. “Woman vs. Machine: Directing Machinal, Sophie Tredwell's Expressionistic Outcry Against the Male Establishment.” 2014. Web. 18 Oct 2017.

Vancouver:

Lucas E. Woman vs. Machine: Directing Machinal, Sophie Tredwell's Expressionistic Outcry Against the Male Establishment. [Internet] [Masters thesis]. University of Portland; 2014. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/17.

Council of Science Editors:

Lucas E. Woman vs. Machine: Directing Machinal, Sophie Tredwell's Expressionistic Outcry Against the Male Establishment. [Masters Thesis]. University of Portland; 2014. Available from: http://pilotscholars.up.edu/etd/17

18. Entze, Jerry. Standing Up for Justice: Reexamining the Evidence in Twelve Angry Jurors.

Degree: Directing, M.F.A., Performing and Fine Arts, 2013, University of Portland

Abstract not available. Advisors/Committee Members: Andrew Golla.

Subjects/Keywords: Arts and Humanities; Fine Arts; Theatre and Performance Studies

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APA (6th Edition):

Entze, J. (2013). Standing Up for Justice: Reexamining the Evidence in Twelve Angry Jurors. (Masters Thesis). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/15

Chicago Manual of Style (16th Edition):

Entze, Jerry. “Standing Up for Justice: Reexamining the Evidence in Twelve Angry Jurors.” 2013. Masters Thesis, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/15.

MLA Handbook (7th Edition):

Entze, Jerry. “Standing Up for Justice: Reexamining the Evidence in Twelve Angry Jurors.” 2013. Web. 18 Oct 2017.

Vancouver:

Entze J. Standing Up for Justice: Reexamining the Evidence in Twelve Angry Jurors. [Internet] [Masters thesis]. University of Portland; 2013. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/15.

Council of Science Editors:

Entze J. Standing Up for Justice: Reexamining the Evidence in Twelve Angry Jurors. [Masters Thesis]. University of Portland; 2013. Available from: http://pilotscholars.up.edu/etd/15

19. Thompson, Patricia A. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.

Degree: Education, EdD, Education, 2016, University of Portland

  The purpose of this qualitative study was to examine the perceptions of teachers regarding teacher quality. Specifically, this research study examined how the twelve… (more)

Subjects/Keywords: Culturally responsive teaching; Highly qualified teacher; Personal attributes; Pedagogical practices; Teacher effectiveness; Teacher qualifications; Teacher quality; Teacher quality measurements; Education

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APA (6th Edition):

Thompson, P. A. (2016). Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/27

Chicago Manual of Style (16th Edition):

Thompson, Patricia A. “Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.” 2016. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/27.

MLA Handbook (7th Edition):

Thompson, Patricia A. “Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.” 2016. Web. 18 Oct 2017.

Vancouver:

Thompson PA. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/27.

Council of Science Editors:

Thompson PA. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/27

20. Koffler, Jeromy A. Factors Influencing Leadership Efficacy for Traditional-Aged Sophomore Male College Students.

Degree: Education, EdD, Education, 2017, University of Portland

  College student retention remains a prevalent topic in higher education as demographics change and the need to manage enrollment increases. Evidence suggests that women… (more)

Subjects/Keywords: Sophomore; Male; College; Slump; Leadership; Efficacy; Multi-institutional study of leadership; Gender; Retention; Consciousness of self; Education

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APA (6th Edition):

Koffler, J. A. (2017). Factors Influencing Leadership Efficacy for Traditional-Aged Sophomore Male College Students. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/28

Chicago Manual of Style (16th Edition):

Koffler, Jeromy A. “Factors Influencing Leadership Efficacy for Traditional-Aged Sophomore Male College Students.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/28.

MLA Handbook (7th Edition):

Koffler, Jeromy A. “Factors Influencing Leadership Efficacy for Traditional-Aged Sophomore Male College Students.” 2017. Web. 18 Oct 2017.

Vancouver:

Koffler JA. Factors Influencing Leadership Efficacy for Traditional-Aged Sophomore Male College Students. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/28.

Council of Science Editors:

Koffler JA. Factors Influencing Leadership Efficacy for Traditional-Aged Sophomore Male College Students. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/28

21. Danskey, Janelle. AVID Elementary: A Case Study of Program Effectiveness.

Degree: Education, EdD, Education, 2017, University of Portland

  AVID is a college-readiness program that supports students in the academic middle to be successful in rigorous academic coursework needed to be prepared for… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Danskey, J. (2017). AVID Elementary: A Case Study of Program Effectiveness. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/29

Chicago Manual of Style (16th Edition):

Danskey, Janelle. “AVID Elementary: A Case Study of Program Effectiveness.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/29.

MLA Handbook (7th Edition):

Danskey, Janelle. “AVID Elementary: A Case Study of Program Effectiveness.” 2017. Web. 18 Oct 2017.

Vancouver:

Danskey J. AVID Elementary: A Case Study of Program Effectiveness. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/29.

Council of Science Editors:

Danskey J. AVID Elementary: A Case Study of Program Effectiveness. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/29

22. Wright, Cara Megan. When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience.

Degree: Education, EdD, Education, 2017, University of Portland

  This action research study analyzed the creation and implementation of a professional development about trauma, informed by Arwood’s Neuro-semantic Language Learning Theory and Noddings’… (more)

Subjects/Keywords: adolescents; adverse childhood experiences; children; education; language; learning; neuroeducation; neuroscience; professional development; professional learning experience; psychology; trauma; trauma-informed care; Education; Educational Leadership

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APA (6th Edition):

Wright, C. M. (2017). When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/33

Chicago Manual of Style (16th Edition):

Wright, Cara Megan. “When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/33.

MLA Handbook (7th Edition):

Wright, Cara Megan. “When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience.” 2017. Web. 18 Oct 2017.

Vancouver:

Wright CM. When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/33.

Council of Science Editors:

Wright CM. When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/33

23. Shortino-Buck, Mary M. Mathematical Discourse in Elementary Classrooms.

Degree: Education, EdD, Education, 2017, University of Portland

  Mathematic reasoning of elementary aged students in the United States is low compared to other like nations. For students living in poverty the disparity… (more)

Subjects/Keywords: elementary; K-6; math instruction; mathematical discourse; mathematics; poverty SES; student participation; teacher belief; Education; Educational Leadership

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APA (6th Edition):

Shortino-Buck, M. M. (2017). Mathematical Discourse in Elementary Classrooms. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/30

Chicago Manual of Style (16th Edition):

Shortino-Buck, Mary M. “Mathematical Discourse in Elementary Classrooms.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/30.

MLA Handbook (7th Edition):

Shortino-Buck, Mary M. “Mathematical Discourse in Elementary Classrooms.” 2017. Web. 18 Oct 2017.

Vancouver:

Shortino-Buck MM. Mathematical Discourse in Elementary Classrooms. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/30.

Council of Science Editors:

Shortino-Buck MM. Mathematical Discourse in Elementary Classrooms. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/30

24. Shepherd, Erin B. Restorative Practices in One Pacific Northwest Middle School: A Case Study of Multiple Stakeholders’ Perspectives and Experiences.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this qualitative case study was to explore restorative justice practices in one Pacific Northwest Middle School. The specific restorative practices used… (more)

Subjects/Keywords: case study; middle school; restorative justice; restorative practices; school discipline; Education; Educational Leadership

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APA (6th Edition):

Shepherd, E. B. (2017). Restorative Practices in One Pacific Northwest Middle School: A Case Study of Multiple Stakeholders’ Perspectives and Experiences. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/31

Chicago Manual of Style (16th Edition):

Shepherd, Erin B. “Restorative Practices in One Pacific Northwest Middle School: A Case Study of Multiple Stakeholders’ Perspectives and Experiences.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/31.

MLA Handbook (7th Edition):

Shepherd, Erin B. “Restorative Practices in One Pacific Northwest Middle School: A Case Study of Multiple Stakeholders’ Perspectives and Experiences.” 2017. Web. 18 Oct 2017.

Vancouver:

Shepherd EB. Restorative Practices in One Pacific Northwest Middle School: A Case Study of Multiple Stakeholders’ Perspectives and Experiences. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/31.

Council of Science Editors:

Shepherd EB. Restorative Practices in One Pacific Northwest Middle School: A Case Study of Multiple Stakeholders’ Perspectives and Experiences. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/31

25. Hanigan, Kate. Implications of Gender and Racial Intersectionality in the K-8 Classroom.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this mixed methods study was to seek a better understanding of the phenomenon of intersectionality of gender and race/ethnicity as is… (more)

Subjects/Keywords: adult education; culturally responsive; equity professional development; intersectionality; teacher identity; transformative learning; Education; Educational Leadership

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APA (6th Edition):

Hanigan, K. (2017). Implications of Gender and Racial Intersectionality in the K-8 Classroom. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/32

Chicago Manual of Style (16th Edition):

Hanigan, Kate. “Implications of Gender and Racial Intersectionality in the K-8 Classroom.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/32.

MLA Handbook (7th Edition):

Hanigan, Kate. “Implications of Gender and Racial Intersectionality in the K-8 Classroom.” 2017. Web. 18 Oct 2017.

Vancouver:

Hanigan K. Implications of Gender and Racial Intersectionality in the K-8 Classroom. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/32.

Council of Science Editors:

Hanigan K. Implications of Gender and Racial Intersectionality in the K-8 Classroom. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/32

26. Doughty, Marla. The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities.

Degree: Education, EdD, Education, 2017, University of Portland

  This quantitative study explored the practices, beliefs, and identities of history teachers in Oregon high schools. In recent decades, research from the field of… (more)

Subjects/Keywords: Historical thinking; History education; Teacher identity; Communities of practice; Education

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APA (6th Edition):

Doughty, M. (2017). The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/24

Chicago Manual of Style (16th Edition):

Doughty, Marla. “The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/24.

MLA Handbook (7th Edition):

Doughty, Marla. “The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities.” 2017. Web. 18 Oct 2017.

Vancouver:

Doughty M. The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/24.

Council of Science Editors:

Doughty M. The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/24

27. Ketelsen, Teresa. Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity.

Degree: Education, EdD, Education, 2017, University of Portland

  This study examined the perceptions of first-year Advanced Placement (AP) students; specifically traditionally underrepresented AP students from a high school that attempted to align… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Ketelsen, T. (2017). Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/26

Chicago Manual of Style (16th Edition):

Ketelsen, Teresa. “Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/26.

MLA Handbook (7th Edition):

Ketelsen, Teresa. “Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity.” 2017. Web. 18 Oct 2017.

Vancouver:

Ketelsen T. Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/26.

Council of Science Editors:

Ketelsen T. Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/26

28. Klinger, Tracy. Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students.

Degree: Education, EdD, Education, 2017, University of Portland

  A staggering number of students begin school with lagging English language skills, which may impact a child’s future achievement in reading and writing. This… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Klinger, T. (2017). Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/25

Chicago Manual of Style (16th Edition):

Klinger, Tracy. “Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/25.

MLA Handbook (7th Edition):

Klinger, Tracy. “Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students.” 2017. Web. 18 Oct 2017.

Vancouver:

Klinger T. Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/25.

Council of Science Editors:

Klinger T. Walk to Language: Creating Language Development Opportunities for ELL and Non-ELL Kindergarten Students. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/25

29. Murphy, Stephanie C. The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this narrative inquiry study was to explore how educators from a language-based neuroeducation program apply and assess neuroeducation-grounded approaches in the… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Murphy, S. C. (2017). The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/19

Chicago Manual of Style (16th Edition):

Murphy, Stephanie C. “The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/19.

MLA Handbook (7th Edition):

Murphy, Stephanie C. “The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment.” 2017. Web. 18 Oct 2017.

Vancouver:

Murphy SC. The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/19.

Council of Science Editors:

Murphy SC. The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/19

30. Naegele, Zulema. Student and Teacher Perceptions of the Impact Ethnic Studies Courses Have on Students of Color: A Collective Case Study.

Degree: Education, EdD, Education, 2017, University of Portland

  This qualitative research study explored student and teacher perceptions of the impact ethnic studies courses have on students of color. This study utilized conscientização… (more)

Subjects/Keywords: Ethnic studies; Curriculum; Culturally responsive teaching; Critical consciousness; Social justice; Multicultural education; Diversity; Anti-bias education; Education

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APA (6th Edition):

Naegele, Z. (2017). Student and Teacher Perceptions of the Impact Ethnic Studies Courses Have on Students of Color: A Collective Case Study. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/23

Chicago Manual of Style (16th Edition):

Naegele, Zulema. “Student and Teacher Perceptions of the Impact Ethnic Studies Courses Have on Students of Color: A Collective Case Study.” 2017. Doctoral Dissertation, University of Portland. Accessed October 18, 2017. http://pilotscholars.up.edu/etd/23.

MLA Handbook (7th Edition):

Naegele, Zulema. “Student and Teacher Perceptions of the Impact Ethnic Studies Courses Have on Students of Color: A Collective Case Study.” 2017. Web. 18 Oct 2017.

Vancouver:

Naegele Z. Student and Teacher Perceptions of the Impact Ethnic Studies Courses Have on Students of Color: A Collective Case Study. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2017 Oct 18]. Available from: http://pilotscholars.up.edu/etd/23.

Council of Science Editors:

Naegele Z. Student and Teacher Perceptions of the Impact Ethnic Studies Courses Have on Students of Color: A Collective Case Study. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/23

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